How an AI talk meter can prompt teachers to talk less and students to talk more
Four lessons from post-pandemic tutoring research
Schools keep buying online drop-in tutoring. Research doesn’t support it.
Denver Public Schools pledged to pay tutoring vendors based on their results. Did it work?
This online tutoring company says it offers expert one-on-one help. Students often get neither.
What we know about tutoring research and how schools are using tutoring in pandemic recovery
High-dosage tutoring is the best known strategy for learning loss recovery. Is it actually happening?
How the life of an online tutor can resemble that of an assembly line worker
Many schools are buying on-demand tutoring but a study finds that few students are using it
Sponsored
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FM","link":"/"}},"mindshift_62973":{"type":"posts","id":"mindshift_62973","meta":{"index":"posts_1591205157","site":"mindshift","id":"62973","score":null,"sort":[1705316425000]},"guestAuthors":[],"slug":"how-an-ai-talk-meter-can-prompt-teachers-to-talk-less-and-students-to-talk-more","title":"How an AI talk meter can prompt teachers to talk less and students to talk more","publishDate":1705316425,"format":"standard","headTitle":"How an AI talk meter can prompt teachers to talk less and students to talk more | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Silence may be golden, but when it comes to learning with a tutor, talking is pure gold. It’s audible proof that a student is paying attention and not drifting off, research suggests. More importantly, the more a student articulates his or her reasoning, the easier it is for a tutor to correct misunderstandings or praise a breakthrough. Those are the moments when learning happens.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One India-based tutoring company, Cuemath, trains its tutors to encourage students to talk more. Its tutors are in India, but many of its clients are American families with elementary school children. The tutoring takes place at home via online video, like a Zoom meeting with a whiteboard, where both tutor and student can work on math problems together. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The company wanted to see if it could boost student participation so it collaborated with researchers at Stanford University to develop a “talk meter,” sort of a Fitbit for the voice, for its tutoring site. Thanks to advances in artificial intelligence, the researchers could separate the audio of the tutors from that of the students and calculate the ratio of tutor-to-student speech.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62976\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-62976\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image1.png\" alt=\"\" width=\"780\" height=\"751\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image1-160x154.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image1-768x739.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Example of the talk meter shown to Cuemath tutors at the end of the tutoring session. \u003ccite>(Source: Figure 2 of Demszky et. al. “Does Feedback on Talk Time Increase Student Engagement? Evidence from a Randomized Controlled Trial on a Math Tutoring Platform.”)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In initial pilot tests, the talk meter was posted on the tutor’s video screen for the entire one-hour tutoring session, but tutors found that too distracting. The study was revised so that the meter pops up every 20 minutes or three times during the session. When the student is talking less than 25% of the time, the meter goes red, indicating that improvement is needed. When the student is talking more than half the time, the meter turns green. In between, it’s yellow. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than 700 tutors and 1,200 of their students were randomly assigned to one of three groups: one where the tutors were shown the talk meter, another where both tutors and students were shown the talk meter, and a third control group which wasn’t shown the talk meter at all for comparison.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When just the tutors saw the talk meter, they tended to curtail their explanations and talk much less. But despite their efforts to prod their tutees to talk more, students increased their talking only by 7%. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students were also shown the talk meter, the dynamic changed. Students increased their talking by 18%. Introverts especially started speaking up, according to interviews with the tutors. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62974\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-62974\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image3.png\" alt=\"\" width=\"780\" height=\"824\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image3.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image3-160x169.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image3-768x811.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Example of the talk meter shown to tutors every 20 minutes during the tutoring session. \u003ccite>(Source: Figure 2 of Demszky et. al. “Does Feedback on Talk Time Increase Student Engagement? Evidence from a Randomized Controlled Trial on a Math Tutoring Platform.”)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The results show how teaching and learning is a two-way street. It’s not just about coaching teachers to be better at their craft. We also need to coach students to be better learners. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not all the teacher’s responsibility to change student behavior,” said Dorottya Demszky, an assistant professor in education data science at Stanford University and lead author of the study. “I think it’s genuinely, super transformative to think of the student as part of it as well.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The study hasn’t yet been published in a peer-reviewed journal and is currently a draft paper, “\u003c/span>\u003ca href=\"https://www.solaresearch.org/events/lak/lak24/\">\u003cspan style=\"font-weight: 400\">Does Feedback on Talk Time Increase Student Engagement? Evidence from a Randomized Controlled Trial on a Math Tutoring Platform\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” so it may still be revised. It is slated to be presented at the March 2024 annual conference of the \u003c/span>\u003ca href=\"https://www.solaresearch.org/events/lak/lak24/\">\u003cspan style=\"font-weight: 400\">Society of Learning Analytics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Kyoto, Japan. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In analyzing the sound files, Demszky noticed that students tended to work on their practice problems with the tutor more silently in both the control and tutor-only talk meter groups. But students started to verbalize their steps aloud once they saw the talk meter. Students were filling more of the silences.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In interviews with the researchers, students said the meter made the tutoring session feel like a game. One student said, “It’s like a competition. So if you talk more, it’s like, I think you’re better at it.” Another noted: “When I see that it’s red, I get a little bit sad and then I keep on talking, then I see it yellow, and then I keep on talking more. Then I see it green and then I’m super happy.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some students found the meter distracting. “It can get annoying because sometimes when I’m trying to look at a question, it just appears, and then sometimes I can’t get rid of it,” one said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tutors had mixed reactions, too. For many, the talk meter was a helpful reminder not to be long-winded in their explanations and to ask more probing, open-ended questions. Some tutors said they felt pressured to reach a 50-50 ratio and that they were unnaturally holding back from speaking. One tutor pointed out that it’s not always desirable for a student to talk so much. When you’re introducing a new concept or the student is really lost and struggling, it may be better for the teacher to speak more. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Surprisingly, kids didn’t just fill the air with silly talk to move the gauge. Demszky’s team analyzed the transcripts in a subset of the tutoring sessions and found that students were genuinely talking about their math work and expressing their reasoning. The use of math terms increased by 42%.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unfortunately, there are several drawbacks to the study design. We don’t know if students’ math achievement improved from the talk meter. The problem was that students of different ages were learning different things in different grades and different countries and there was no single, standardized test to give them all. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another confounding factor is that students who saw the talk meter were also given extra information sessions and worksheets about the benefits of talking more. So we can’t tell from this experiment if the talk meter made the difference or if the information on the value of talking aloud would have been enough to get them to talk more.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62975\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-62975\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image2.png\" alt=\"\" width=\"780\" height=\"194\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image2.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image2-160x40.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image2-768x191.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Excerpts from transcribed tutoring sessions in which students are talking about the talk meter. \u003ccite>(Source: Table 4 of Demszky et. al. “Does Feedback on Talk Time Increase Student Engagement? Evidence from a Randomized Controlled Trial on a Math Tutoring Platform.”)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Demszky is working on developing a talk meter app that can be used in traditional classrooms to encourage more student participation. She hopes teachers will share talk meter results with their students. “I think you could involve the students a little more: ‘It seems like some of you weren’t participating. Or it seems like my questions were very closed ended? How can we work on this together?’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But she said she’s treading carefully because she is aware that there can be unintended consequences with measurement apps. She wants to give feedback not only on how much students are talking but also on the quality of what they are talking about. And natural language processing still has trouble with English in foreign accents and background noise. Beyond the technological hurdles, there are psychological ones too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> “Not everyone wants a Fitbit or a tool that gives them metrics and feedback,” Demszky acknowledges.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-how-to-get-teachers-to-talk-less-and-students-more/\">\u003ci>\u003cspan style=\"font-weight: 400\">student participation\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"A tutoring company partnered with Stanford researchers to test how alerts about talk ratios affected student participation.","status":"publish","parent":0,"modified":1705087008,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1344},"headData":{"title":"How an AI talk meter can prompt teachers to talk less and students to talk more | KQED","description":"A tutoring company partnered with Stanford researchers to test how alerts about talk ratios affected student participation.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"A tutoring company partnered with Stanford researchers to test how alerts about talk ratios affected student participation.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How an AI talk meter can prompt teachers to talk less and students to talk more","datePublished":"2024-01-15T11:00:25.000Z","dateModified":"2024-01-12T19:16:48.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62973/how-an-ai-talk-meter-can-prompt-teachers-to-talk-less-and-students-to-talk-more","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Silence may be golden, but when it comes to learning with a tutor, talking is pure gold. It’s audible proof that a student is paying attention and not drifting off, research suggests. More importantly, the more a student articulates his or her reasoning, the easier it is for a tutor to correct misunderstandings or praise a breakthrough. Those are the moments when learning happens.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One India-based tutoring company, Cuemath, trains its tutors to encourage students to talk more. Its tutors are in India, but many of its clients are American families with elementary school children. The tutoring takes place at home via online video, like a Zoom meeting with a whiteboard, where both tutor and student can work on math problems together. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The company wanted to see if it could boost student participation so it collaborated with researchers at Stanford University to develop a “talk meter,” sort of a Fitbit for the voice, for its tutoring site. Thanks to advances in artificial intelligence, the researchers could separate the audio of the tutors from that of the students and calculate the ratio of tutor-to-student speech.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62976\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-62976\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image1.png\" alt=\"\" width=\"780\" height=\"751\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image1-160x154.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image1-768x739.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Example of the talk meter shown to Cuemath tutors at the end of the tutoring session. \u003ccite>(Source: Figure 2 of Demszky et. al. “Does Feedback on Talk Time Increase Student Engagement? Evidence from a Randomized Controlled Trial on a Math Tutoring Platform.”)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In initial pilot tests, the talk meter was posted on the tutor’s video screen for the entire one-hour tutoring session, but tutors found that too distracting. The study was revised so that the meter pops up every 20 minutes or three times during the session. When the student is talking less than 25% of the time, the meter goes red, indicating that improvement is needed. When the student is talking more than half the time, the meter turns green. In between, it’s yellow. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than 700 tutors and 1,200 of their students were randomly assigned to one of three groups: one where the tutors were shown the talk meter, another where both tutors and students were shown the talk meter, and a third control group which wasn’t shown the talk meter at all for comparison.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When just the tutors saw the talk meter, they tended to curtail their explanations and talk much less. But despite their efforts to prod their tutees to talk more, students increased their talking only by 7%. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students were also shown the talk meter, the dynamic changed. Students increased their talking by 18%. Introverts especially started speaking up, according to interviews with the tutors. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62974\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-62974\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image3.png\" alt=\"\" width=\"780\" height=\"824\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image3.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image3-160x169.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image3-768x811.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Example of the talk meter shown to tutors every 20 minutes during the tutoring session. \u003ccite>(Source: Figure 2 of Demszky et. al. “Does Feedback on Talk Time Increase Student Engagement? Evidence from a Randomized Controlled Trial on a Math Tutoring Platform.”)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The results show how teaching and learning is a two-way street. It’s not just about coaching teachers to be better at their craft. We also need to coach students to be better learners. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not all the teacher’s responsibility to change student behavior,” said Dorottya Demszky, an assistant professor in education data science at Stanford University and lead author of the study. “I think it’s genuinely, super transformative to think of the student as part of it as well.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The study hasn’t yet been published in a peer-reviewed journal and is currently a draft paper, “\u003c/span>\u003ca href=\"https://www.solaresearch.org/events/lak/lak24/\">\u003cspan style=\"font-weight: 400\">Does Feedback on Talk Time Increase Student Engagement? Evidence from a Randomized Controlled Trial on a Math Tutoring Platform\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” so it may still be revised. It is slated to be presented at the March 2024 annual conference of the \u003c/span>\u003ca href=\"https://www.solaresearch.org/events/lak/lak24/\">\u003cspan style=\"font-weight: 400\">Society of Learning Analytics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Kyoto, Japan. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In analyzing the sound files, Demszky noticed that students tended to work on their practice problems with the tutor more silently in both the control and tutor-only talk meter groups. But students started to verbalize their steps aloud once they saw the talk meter. Students were filling more of the silences.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In interviews with the researchers, students said the meter made the tutoring session feel like a game. One student said, “It’s like a competition. So if you talk more, it’s like, I think you’re better at it.” Another noted: “When I see that it’s red, I get a little bit sad and then I keep on talking, then I see it yellow, and then I keep on talking more. Then I see it green and then I’m super happy.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some students found the meter distracting. “It can get annoying because sometimes when I’m trying to look at a question, it just appears, and then sometimes I can’t get rid of it,” one said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tutors had mixed reactions, too. For many, the talk meter was a helpful reminder not to be long-winded in their explanations and to ask more probing, open-ended questions. Some tutors said they felt pressured to reach a 50-50 ratio and that they were unnaturally holding back from speaking. One tutor pointed out that it’s not always desirable for a student to talk so much. When you’re introducing a new concept or the student is really lost and struggling, it may be better for the teacher to speak more. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Surprisingly, kids didn’t just fill the air with silly talk to move the gauge. Demszky’s team analyzed the transcripts in a subset of the tutoring sessions and found that students were genuinely talking about their math work and expressing their reasoning. The use of math terms increased by 42%.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unfortunately, there are several drawbacks to the study design. We don’t know if students’ math achievement improved from the talk meter. The problem was that students of different ages were learning different things in different grades and different countries and there was no single, standardized test to give them all. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another confounding factor is that students who saw the talk meter were also given extra information sessions and worksheets about the benefits of talking more. So we can’t tell from this experiment if the talk meter made the difference or if the information on the value of talking aloud would have been enough to get them to talk more.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62975\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-62975\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image2.png\" alt=\"\" width=\"780\" height=\"194\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image2.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image2-160x40.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image2-768x191.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Excerpts from transcribed tutoring sessions in which students are talking about the talk meter. \u003ccite>(Source: Table 4 of Demszky et. al. “Does Feedback on Talk Time Increase Student Engagement? Evidence from a Randomized Controlled Trial on a Math Tutoring Platform.”)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Demszky is working on developing a talk meter app that can be used in traditional classrooms to encourage more student participation. She hopes teachers will share talk meter results with their students. “I think you could involve the students a little more: ‘It seems like some of you weren’t participating. Or it seems like my questions were very closed ended? How can we work on this together?’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But she said she’s treading carefully because she is aware that there can be unintended consequences with measurement apps. She wants to give feedback not only on how much students are talking but also on the quality of what they are talking about. And natural language processing still has trouble with English in foreign accents and background noise. Beyond the technological hurdles, there are psychological ones too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> “Not everyone wants a Fitbit or a tool that gives them metrics and feedback,” Demszky acknowledges.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-how-to-get-teachers-to-talk-less-and-students-more/\">\u003ci>\u003cspan style=\"font-weight: 400\">student participation\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62973/how-an-ai-talk-meter-can-prompt-teachers-to-talk-less-and-students-to-talk-more","authors":["byline_mindshift_62973"],"categories":["mindshift_21504"],"tags":["mindshift_1023","mindshift_21733","mindshift_731","mindshift_21413"],"featImg":"mindshift_62978","label":"mindshift"},"mindshift_62921":{"type":"posts","id":"mindshift_62921","meta":{"index":"posts_1591205157","site":"mindshift","id":"62921","score":null,"sort":[1704711638000]},"guestAuthors":[],"slug":"four-lessons-from-post-pandemic-tutoring-research","title":"Four lessons from post-pandemic tutoring research","publishDate":1704711638,"format":"standard","headTitle":"Four lessons from post-pandemic tutoring research | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Research points to intensive daily tutoring as one of the most effective ways to help academically struggling children catch up. There have been a hundred randomized control trials, but one of the most cited is of a tutoring program in Chicago high schools, where ninth and 10th graders learned \u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-research-evidence-increases-for-intensive-tutoring/\">\u003cspan style=\"font-weight: 400\">an extra year or two\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of math from a daily dose of tutoring. That’s the kind of result that could offset pandemic learning losses, which have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62271/most-students-are-learning-at-typical-pace-again-but-those-who-lost-ground-during-covid-19-arent-catching-up\">\u003cspan style=\"font-weight: 400\">remained devastating\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and stubborn nearly four years after COVID-19 first erupted, and it’s why the Biden Administration has recommended that schools use their $190 billion in federal recovery funds on tutoring.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This tutoring evidence, however, was generated before the pandemic, and I was curious about what post-pandemic research says about how tutoring is going now that \u003c/span>\u003ca href=\"https://nces.ed.gov/surveys/spp/results.asp\">\u003cspan style=\"font-weight: 400\">almost 40% \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">of U.S. public schools say they’re offering \u003c/span>\u003cspan style=\"font-weight: 400\">high-dosage tutoring\u003c/span>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003cspan style=\"font-weight: 400\">more than one out of 10 students\u003c/span>\u003cspan style=\"font-weight: 400\"> (11%) are receiving it this 2023-24 school year. Here are four lessons. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">1. Timing matters\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Scheduling tutoring time during normal school hours and finding classroom space to conduct it are huge challenges for school leaders. The schedule is already packed with other classes and there aren’t enough empty classrooms. The easiest option is to tack tutoring on to the end of the school day as an after-school program.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">New Mexico did just that and offered high school students free 45-minute online video sessions three times a week in the evenings and weekends. The tutors were from Saga Education, the same tutoring organization that had produced spectacular results in Chicago. \u003c/span>\u003ca href=\"https://www.mdrc.org/work/publications/tutoring-lessons-new-mexico\">\u003cspan style=\"font-weight: 400\">Only about 500 students signed up\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> out of more than 34,000 who were eligible, according to a June 2023 report from MDRC, an outside research organization. Researchers concluded that after-school tutoring wasn’t a “viable solution for making a sizable and lasting impact.” The state has since switched to scheduling tutoring during the school day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Attendance is spotty, too. Many after-school tutoring programs around the country report that even students who sign up don’t attend regularly.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">2. There’s a hiring dilemma\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The job of tutor is now the \u003c/span>\u003ca href=\"https://www.mdrc.org/work/publications/help-wanted-strategies-recruit-tutoring-workforce-large-scale\">\u003cspan style=\"font-weight: 400\">fastest-growing position\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the K–12 sector, but \u003c/span>\u003ca href=\"https://ies.ed.gov/schoolsurvey/spp/\">\u003cspan style=\"font-weight: 400\">40% of schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> say they’re struggling to hire tutors. That’s not surprising in a red-hot job market, where many companies say it’s tough to find employees. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers at MDRC in a \u003c/span>\u003ca href=\"https://www.mdrc.org/work/publications/help-wanted-strategies-recruit-tutoring-workforce-large-scale\">\u003cspan style=\"font-weight: 400\">December 2023 report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> wrote about different hiring strategies that schools around the country are using. I was flabbergasted to read that New Mexico was paying online tutors $50 an hour to tutor from their homes. Hourly rates of $20 to $30 are fairly common in my reporting. But at least the state was able to offer tutoring to students in remote, rural areas where it would otherwise be impossible to find qualified tutors.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tutoring companies are a booming business. Schools are using them because they take away the burden of hiring, training and supervising tutors. However, Fulton County, Georgia, which includes Atlanta, found that a tutoring company’s curriculum might have nothing to do with what children are learning in their classrooms and that there’s too little communication between tutors and classroom teachers. Tutors were quitting at high rates and replaced with new ones; students weren’t able to form long-term relationships with their tutors, which researchers say is critical to the success of tutoring. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Fulton County schools hired tutors directly, they were more integrated into the school community. However, schools considered them to be “paraprofessionals” and felt there were more urgent duties than tutoring that they needed to do, from substitute teaching and covering lunch duty to assisting teachers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chicago took the burden off schools and hired the tutors from the central office. But schools preferred tutors who were from the neighborhood because they could potentially become future teachers. The MDRC report described a sort of catch-22. Schools don’t have the capacity to hire and train tutors, but the tutors that are sent to them from outside vendors or a central office aren’t ideal either. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Oakland, California, experienced many of the obstacles that schools are facing when trying to deliver tutoring at a large scale to thousands of students. The district attempted to give kindergarten through second grade students a half hour of reading tutoring a day. As described by a \u003c/span>\u003ca href=\"https://crpe.org/teachers-and-tutors-together-reimagining-literacy-instruction-in-oakland/\">\u003cspan style=\"font-weight: 400\">December 2023 case study of tutoring\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by researchers at the Center for Reinventing Public Education (CRPE), Oakland struggled with hiring, scheduling and real estate. It hired an outside tutoring organization to help, but it too had trouble recruiting tutors, who complained of low pay. Finding space was difficult. Some tutors had to work in the hallways with children. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The good news is that students who worked with trained tutors made the same gains in reading as those who were given extra reading help by teachers. But the reading gains for students were inconsistent. Some students progressed less in reading than students typically do in a year without tutoring. Others gained almost an additional year’s worth of reading instruction – 88% more.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">3. We need more research on the effectiveness of video tutoring \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bringing armies of tutors into school buildings is a logistical and security nightmare. Online tutoring solves that problem. Many vendors have been trying to mimic the model of successful high-dosage tutoring by scheduling video conferencing sessions many times a week with the same well-trained tutor, who is using a good curriculum with step-by-step methods. But it remains a question whether students are as motivated to work as hard with video tutoring as they are in person. Everyone knows that 30 hours of Zoom instruction during school closures was a disaster. It’s unclear whether small, regular doses of video tutoring can be effective. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2020 and 2021, there were two studies of online video tutoring. A randomized control trial in Italy produced good results, especially when the students received tutoring four times a week. The tutoring was less than half as potent when the sessions fell to twice a week, according to a \u003c/span>\u003ca href=\"https://publications.iadb.org/en/italy-tutoring-online-program-top-successful-gobal-experience\">\u003cspan style=\"font-weight: 400\">paper published in September 2023\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Another study in \u003c/span>\u003ca href=\"https://scholar.harvard.edu/mkraft/publications/online-tutoring-college-volunteers-experimental-evidence-pilot-program\">\u003cspan style=\"font-weight: 400\">Chicago found zero results\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from video tutoring. But the tutors were unpaid volunteers and many students missed out on sessions. Both tutors and tutees often failed to show up.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://studentsupportaccelerator.com/briefs/effects-virtual-tutoring-young-readers\">\u003cspan style=\"font-weight: 400\">first randomized controlled trial of a virtual tutoring program for reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was conducted during the 2022-23 school year at a large charter school network in Texas. Kindergarten, first and second graders received 20 minutes of video tutoring four times a week, from September through May, with an early reading tutoring organization called OnYourMark. Despite the logistical challenges of setting up little children on computers with headphones, the tutored children ended the year with higher \u003c/span>\u003ca href=\"https://dibels.uoregon.edu/\">\u003cspan style=\"font-weight: 400\">DIBELS scores\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a measure of reading proficiency for young children, than students who didn’t receive the tutoring. One-to-one video tutoring sometimes produced double the reading gains as video tutoring in pairs, demonstrating a difference between online and in-person tutoring, where larger groups of two and three students can be very effective too. That study was published in October 2023. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Video tutoring hasn’t always been a success. A tutoring program by Intervene K-12, a tutoring company, received high marks from \u003c/span>\u003ca href=\"https://intervenek12.com/wp-content/uploads/2023/12/Intervene-K-12-Tutoring.pdf\">\u003cspan style=\"font-weight: 400\">reviewers at Johns Hopkins University\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but outside evaluators didn’t find benefits when it was tested on students in Texas. In an unpublished study, the National Student Support Accelerator, a Stanford University organization that is promoting and studying tutoring, found no difference in year-end state test scores between students who received the tutoring and those who received other small group support. Study results can depend greatly on whether the comparison control group is getting nothing or another extra-help alternative.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Matthew Kraft, a Brown University economist who studies tutoring, says there hasn’t been an ideal study that pits online video tutoring directly against in-person tutoring to measure the difference between the two. Existing studies, he said, show some “encouraging signs.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The most important thing for researchers to sort out is how many students a tutor can work with online at once. It’s unclear if groups of three or four, which can be effective in person, are as effective online. “The comments we’re getting from tutors are that it’s significantly different to tutor three students online than it is to tutor three students in person,” Kraft said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In my observations of video tutoring, I have seen several students in groups of three angle their computers away from their faces. I’ve watched tutors call students’ names over and over again, trying to get their attention. To me, students appear far more focused and energetic in one-to-one video tutoring.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">4. Humans and machines could take turns\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A major downside to every kind of tutoring, both in-person and online, is its cost. The tutoring that worked so well in Chicago can run $4,000 per student. It’s expensive because students are getting over a hundred hours of tutoring and schools need to pay the tutors’ hourly wages. Several researchers are studying how to lower the costs of tutoring by combining human tutoring with online practice work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In one \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/04/High-Dosage-Tutoring-at-Scale.pdf\">\u003cspan style=\"font-weight: 400\">pre-pandemic study that was described in a March 2023 research brief\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the University of Chicago’s Education Lab, students worked in groups of four with an in-person tutor. The tutors worked closely with two students at a time while the other two students worked on practice problems independently on ALEKS, a widely used computerized tutoring system developed by academic researchers and owned by McGraw-Hill. Each day the students switched: the ALEKS kids worked with the tutor and the tutored kids turned to ALEKS. The tutor sat with all four students together, monitoring the ALEKS kids to make sure they were doing their math on the computer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The math gains nearly matched what the researchers had found in a prior study of human tutoring alone, where tutors worked with only two students at a time and required twice as many tutors. The cost was $2,000 per student, much less than the usual $3,000-$4,000 per student price tag of the human tutoring program.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers at the University of Chicago have been testing the same model with online video tutoring (instead of in-person) and said they are seeing “encouraging initial indications.” Currently, the research team is studying how many students one tutor can handle at a time, from four to as many as eight students, alternating between humans and ed tech, in order to find out if the sessions are still effective.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers at Carnegie Mellon University conducted a similar study of swapping between human tutoring and practicing math on computers. Instead of ALEKS, this pilot study used Mathia, another computerized tutoring system developed by academic researchers and owned by Carnegie Learning. This was not a randomized control trial, but it did take place during the pandemic in 2020-21. Middle school students doubled the amount of math they learned compared to similar students who didn’t receive the tutoring, according to Ken Koedinger, a Carnegie Mellon professor who was part of the research team. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“AI tutors work when students use them,” said Koedinger. “But if students aren’t using them, they obviously don’t work.” The human tutors are better at motivating the students to keep practicing, he said. The computer system gives each student personalized practice work, targeted to their needs, instant feedback and hints.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Technology can also guide the tutors. With one early reading program, called Chapter One, in-person tutors work with young elementary school children in the classroom. Chapter One’s website keeps track of every child’s progress. The tutor’s screen indicates which student to work with next and what skills that student needs to work on. It also suggests phonics lessons and activities that the tutor can use during the session. \u003c/span>\u003ca href=\"https://studentsupportaccelerator.com/briefs/year-two-assessing-effects-high-impact-tutoring-young-readers\">\u003cspan style=\"font-weight: 400\">A two-year randomized control trial, published in December 2023\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, found that the tutored children – many of whom received short five-minute bursts of tutoring at a time – outperformed children who didn’t receive the tutoring. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The next frontier in tutoring, of course, is generative AI, such as Chat GPT. Researchers are studying how students learn directly from Khan Academy’s \u003c/span>\u003ca href=\"https://support.khanacademy.org/hc/en-us/community/posts/13992414612877-Introducing-Khanmigo-\">\u003cspan style=\"font-weight: 400\">Khanmigo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which gives step-by-step, personalized guidance, like a tutor, on how to solve problems. Other researchers are using this technology to help coach human tutors so that they can better respond to students’ misunderstandings and confusion. I’ll be looking out for these studies and will share the results with you.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-four-lessons-from-post-pandemic-tutoring-research/\">\u003ci>\u003cspan style=\"font-weight: 400\">video tutoring\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Timing, video and technology make a difference in how much tutoring could offset pandemic learning loss.","status":"publish","parent":0,"modified":1704677550,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":2226},"headData":{"title":"Four lessons from post-pandemic tutoring research | KQED","description":"Timing, video and technology make a difference in how much tutoring could offset pandemic learning loss.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Timing, video and technology make a difference in how much tutoring could offset pandemic learning loss.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Four lessons from post-pandemic tutoring research","datePublished":"2024-01-08T11:00:38.000Z","dateModified":"2024-01-08T01:32:30.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62921/four-lessons-from-post-pandemic-tutoring-research","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Research points to intensive daily tutoring as one of the most effective ways to help academically struggling children catch up. There have been a hundred randomized control trials, but one of the most cited is of a tutoring program in Chicago high schools, where ninth and 10th graders learned \u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-research-evidence-increases-for-intensive-tutoring/\">\u003cspan style=\"font-weight: 400\">an extra year or two\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of math from a daily dose of tutoring. That’s the kind of result that could offset pandemic learning losses, which have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62271/most-students-are-learning-at-typical-pace-again-but-those-who-lost-ground-during-covid-19-arent-catching-up\">\u003cspan style=\"font-weight: 400\">remained devastating\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and stubborn nearly four years after COVID-19 first erupted, and it’s why the Biden Administration has recommended that schools use their $190 billion in federal recovery funds on tutoring.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This tutoring evidence, however, was generated before the pandemic, and I was curious about what post-pandemic research says about how tutoring is going now that \u003c/span>\u003ca href=\"https://nces.ed.gov/surveys/spp/results.asp\">\u003cspan style=\"font-weight: 400\">almost 40% \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">of U.S. public schools say they’re offering \u003c/span>\u003cspan style=\"font-weight: 400\">high-dosage tutoring\u003c/span>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003cspan style=\"font-weight: 400\">more than one out of 10 students\u003c/span>\u003cspan style=\"font-weight: 400\"> (11%) are receiving it this 2023-24 school year. Here are four lessons. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">1. Timing matters\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Scheduling tutoring time during normal school hours and finding classroom space to conduct it are huge challenges for school leaders. The schedule is already packed with other classes and there aren’t enough empty classrooms. The easiest option is to tack tutoring on to the end of the school day as an after-school program.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">New Mexico did just that and offered high school students free 45-minute online video sessions three times a week in the evenings and weekends. The tutors were from Saga Education, the same tutoring organization that had produced spectacular results in Chicago. \u003c/span>\u003ca href=\"https://www.mdrc.org/work/publications/tutoring-lessons-new-mexico\">\u003cspan style=\"font-weight: 400\">Only about 500 students signed up\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> out of more than 34,000 who were eligible, according to a June 2023 report from MDRC, an outside research organization. Researchers concluded that after-school tutoring wasn’t a “viable solution for making a sizable and lasting impact.” The state has since switched to scheduling tutoring during the school day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Attendance is spotty, too. Many after-school tutoring programs around the country report that even students who sign up don’t attend regularly.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">2. There’s a hiring dilemma\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The job of tutor is now the \u003c/span>\u003ca href=\"https://www.mdrc.org/work/publications/help-wanted-strategies-recruit-tutoring-workforce-large-scale\">\u003cspan style=\"font-weight: 400\">fastest-growing position\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the K–12 sector, but \u003c/span>\u003ca href=\"https://ies.ed.gov/schoolsurvey/spp/\">\u003cspan style=\"font-weight: 400\">40% of schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> say they’re struggling to hire tutors. That’s not surprising in a red-hot job market, where many companies say it’s tough to find employees. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers at MDRC in a \u003c/span>\u003ca href=\"https://www.mdrc.org/work/publications/help-wanted-strategies-recruit-tutoring-workforce-large-scale\">\u003cspan style=\"font-weight: 400\">December 2023 report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> wrote about different hiring strategies that schools around the country are using. I was flabbergasted to read that New Mexico was paying online tutors $50 an hour to tutor from their homes. Hourly rates of $20 to $30 are fairly common in my reporting. But at least the state was able to offer tutoring to students in remote, rural areas where it would otherwise be impossible to find qualified tutors.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tutoring companies are a booming business. Schools are using them because they take away the burden of hiring, training and supervising tutors. However, Fulton County, Georgia, which includes Atlanta, found that a tutoring company’s curriculum might have nothing to do with what children are learning in their classrooms and that there’s too little communication between tutors and classroom teachers. Tutors were quitting at high rates and replaced with new ones; students weren’t able to form long-term relationships with their tutors, which researchers say is critical to the success of tutoring. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Fulton County schools hired tutors directly, they were more integrated into the school community. However, schools considered them to be “paraprofessionals” and felt there were more urgent duties than tutoring that they needed to do, from substitute teaching and covering lunch duty to assisting teachers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chicago took the burden off schools and hired the tutors from the central office. But schools preferred tutors who were from the neighborhood because they could potentially become future teachers. The MDRC report described a sort of catch-22. Schools don’t have the capacity to hire and train tutors, but the tutors that are sent to them from outside vendors or a central office aren’t ideal either. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Oakland, California, experienced many of the obstacles that schools are facing when trying to deliver tutoring at a large scale to thousands of students. The district attempted to give kindergarten through second grade students a half hour of reading tutoring a day. As described by a \u003c/span>\u003ca href=\"https://crpe.org/teachers-and-tutors-together-reimagining-literacy-instruction-in-oakland/\">\u003cspan style=\"font-weight: 400\">December 2023 case study of tutoring\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by researchers at the Center for Reinventing Public Education (CRPE), Oakland struggled with hiring, scheduling and real estate. It hired an outside tutoring organization to help, but it too had trouble recruiting tutors, who complained of low pay. Finding space was difficult. Some tutors had to work in the hallways with children. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The good news is that students who worked with trained tutors made the same gains in reading as those who were given extra reading help by teachers. But the reading gains for students were inconsistent. Some students progressed less in reading than students typically do in a year without tutoring. Others gained almost an additional year’s worth of reading instruction – 88% more.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">3. We need more research on the effectiveness of video tutoring \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bringing armies of tutors into school buildings is a logistical and security nightmare. Online tutoring solves that problem. Many vendors have been trying to mimic the model of successful high-dosage tutoring by scheduling video conferencing sessions many times a week with the same well-trained tutor, who is using a good curriculum with step-by-step methods. But it remains a question whether students are as motivated to work as hard with video tutoring as they are in person. Everyone knows that 30 hours of Zoom instruction during school closures was a disaster. It’s unclear whether small, regular doses of video tutoring can be effective. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2020 and 2021, there were two studies of online video tutoring. A randomized control trial in Italy produced good results, especially when the students received tutoring four times a week. The tutoring was less than half as potent when the sessions fell to twice a week, according to a \u003c/span>\u003ca href=\"https://publications.iadb.org/en/italy-tutoring-online-program-top-successful-gobal-experience\">\u003cspan style=\"font-weight: 400\">paper published in September 2023\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Another study in \u003c/span>\u003ca href=\"https://scholar.harvard.edu/mkraft/publications/online-tutoring-college-volunteers-experimental-evidence-pilot-program\">\u003cspan style=\"font-weight: 400\">Chicago found zero results\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from video tutoring. But the tutors were unpaid volunteers and many students missed out on sessions. Both tutors and tutees often failed to show up.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://studentsupportaccelerator.com/briefs/effects-virtual-tutoring-young-readers\">\u003cspan style=\"font-weight: 400\">first randomized controlled trial of a virtual tutoring program for reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was conducted during the 2022-23 school year at a large charter school network in Texas. Kindergarten, first and second graders received 20 minutes of video tutoring four times a week, from September through May, with an early reading tutoring organization called OnYourMark. Despite the logistical challenges of setting up little children on computers with headphones, the tutored children ended the year with higher \u003c/span>\u003ca href=\"https://dibels.uoregon.edu/\">\u003cspan style=\"font-weight: 400\">DIBELS scores\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a measure of reading proficiency for young children, than students who didn’t receive the tutoring. One-to-one video tutoring sometimes produced double the reading gains as video tutoring in pairs, demonstrating a difference between online and in-person tutoring, where larger groups of two and three students can be very effective too. That study was published in October 2023. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Video tutoring hasn’t always been a success. A tutoring program by Intervene K-12, a tutoring company, received high marks from \u003c/span>\u003ca href=\"https://intervenek12.com/wp-content/uploads/2023/12/Intervene-K-12-Tutoring.pdf\">\u003cspan style=\"font-weight: 400\">reviewers at Johns Hopkins University\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but outside evaluators didn’t find benefits when it was tested on students in Texas. In an unpublished study, the National Student Support Accelerator, a Stanford University organization that is promoting and studying tutoring, found no difference in year-end state test scores between students who received the tutoring and those who received other small group support. Study results can depend greatly on whether the comparison control group is getting nothing or another extra-help alternative.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Matthew Kraft, a Brown University economist who studies tutoring, says there hasn’t been an ideal study that pits online video tutoring directly against in-person tutoring to measure the difference between the two. Existing studies, he said, show some “encouraging signs.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The most important thing for researchers to sort out is how many students a tutor can work with online at once. It’s unclear if groups of three or four, which can be effective in person, are as effective online. “The comments we’re getting from tutors are that it’s significantly different to tutor three students online than it is to tutor three students in person,” Kraft said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In my observations of video tutoring, I have seen several students in groups of three angle their computers away from their faces. I’ve watched tutors call students’ names over and over again, trying to get their attention. To me, students appear far more focused and energetic in one-to-one video tutoring.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">4. Humans and machines could take turns\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A major downside to every kind of tutoring, both in-person and online, is its cost. The tutoring that worked so well in Chicago can run $4,000 per student. It’s expensive because students are getting over a hundred hours of tutoring and schools need to pay the tutors’ hourly wages. Several researchers are studying how to lower the costs of tutoring by combining human tutoring with online practice work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In one \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/04/High-Dosage-Tutoring-at-Scale.pdf\">\u003cspan style=\"font-weight: 400\">pre-pandemic study that was described in a March 2023 research brief\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the University of Chicago’s Education Lab, students worked in groups of four with an in-person tutor. The tutors worked closely with two students at a time while the other two students worked on practice problems independently on ALEKS, a widely used computerized tutoring system developed by academic researchers and owned by McGraw-Hill. Each day the students switched: the ALEKS kids worked with the tutor and the tutored kids turned to ALEKS. The tutor sat with all four students together, monitoring the ALEKS kids to make sure they were doing their math on the computer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The math gains nearly matched what the researchers had found in a prior study of human tutoring alone, where tutors worked with only two students at a time and required twice as many tutors. The cost was $2,000 per student, much less than the usual $3,000-$4,000 per student price tag of the human tutoring program.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers at the University of Chicago have been testing the same model with online video tutoring (instead of in-person) and said they are seeing “encouraging initial indications.” Currently, the research team is studying how many students one tutor can handle at a time, from four to as many as eight students, alternating between humans and ed tech, in order to find out if the sessions are still effective.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers at Carnegie Mellon University conducted a similar study of swapping between human tutoring and practicing math on computers. Instead of ALEKS, this pilot study used Mathia, another computerized tutoring system developed by academic researchers and owned by Carnegie Learning. This was not a randomized control trial, but it did take place during the pandemic in 2020-21. Middle school students doubled the amount of math they learned compared to similar students who didn’t receive the tutoring, according to Ken Koedinger, a Carnegie Mellon professor who was part of the research team. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“AI tutors work when students use them,” said Koedinger. “But if students aren’t using them, they obviously don’t work.” The human tutors are better at motivating the students to keep practicing, he said. The computer system gives each student personalized practice work, targeted to their needs, instant feedback and hints.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Technology can also guide the tutors. With one early reading program, called Chapter One, in-person tutors work with young elementary school children in the classroom. Chapter One’s website keeps track of every child’s progress. The tutor’s screen indicates which student to work with next and what skills that student needs to work on. It also suggests phonics lessons and activities that the tutor can use during the session. \u003c/span>\u003ca href=\"https://studentsupportaccelerator.com/briefs/year-two-assessing-effects-high-impact-tutoring-young-readers\">\u003cspan style=\"font-weight: 400\">A two-year randomized control trial, published in December 2023\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, found that the tutored children – many of whom received short five-minute bursts of tutoring at a time – outperformed children who didn’t receive the tutoring. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The next frontier in tutoring, of course, is generative AI, such as Chat GPT. Researchers are studying how students learn directly from Khan Academy’s \u003c/span>\u003ca href=\"https://support.khanacademy.org/hc/en-us/community/posts/13992414612877-Introducing-Khanmigo-\">\u003cspan style=\"font-weight: 400\">Khanmigo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which gives step-by-step, personalized guidance, like a tutor, on how to solve problems. Other researchers are using this technology to help coach human tutors so that they can better respond to students’ misunderstandings and confusion. I’ll be looking out for these studies and will share the results with you.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-four-lessons-from-post-pandemic-tutoring-research/\">\u003ci>\u003cspan style=\"font-weight: 400\">video tutoring\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62921/four-lessons-from-post-pandemic-tutoring-research","authors":["byline_mindshift_62921"],"categories":["mindshift_21504"],"tags":["mindshift_731","mindshift_21413"],"featImg":"mindshift_62924","label":"mindshift"},"mindshift_62572":{"type":"posts","id":"mindshift_62572","meta":{"index":"posts_1591205157","site":"mindshift","id":"62572","score":null,"sort":[1697450404000]},"guestAuthors":[],"slug":"schools-keep-buying-online-drop-in-tutoring-research-doesnt-support-it","title":"Schools keep buying online drop-in tutoring. Research doesn’t support it.","publishDate":1697450404,"format":"standard","headTitle":"Schools keep buying online drop-in tutoring. Research doesn’t support it. | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Ever since schools reopened and resumed in-person instruction, districts have been trying to help students catch up from pandemic learning losses. The Biden Administration has urged schools to use tutoring. Many schools have purchased an online version that gives students 24/7 access to tutors. Typically, communication is through text chat, similar to communicating with customer service on a website. Students never see their tutors or hear their voices. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers estimate that \u003c/span>\u003ca href=\"https://www.edworkingpapers.com/sites/default/files/ai22-654.pdf\">\u003cspan style=\"font-weight: 400\">billions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have been spent on these online tutoring services, but so far, there’s no good evidence that they are helping many students catch up. And many students need extra help. According to the most recent test scores from spring 2023, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62271/most-students-are-learning-at-typical-pace-again-but-those-who-lost-ground-during-covid-19-arent-catching-up\">\u003cspan style=\"font-weight: 400\">50% more students are below grade level than before the pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">; even higher achieving students remain months behind where they should be.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Low uptake\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The main problem is that on-demand tutoring relies on students to seek extra help. Very few do. Some school systems have reported \u003c/span>\u003ca href=\"https://wtop.com/fairfax-county/2022/11/most-fairfax-co-students-didnt-use-free-tutoring-service-la\">\u003cspan style=\"font-weight: 400\">usage rates below 2%.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> A 2022 \u003c/span>\u003ca href=\"https://www.edworkingpapers.com/ai22-654\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by researchers at Brown University of an effort to boost usage among 7,000 students at a California charter school network found that students who needed the most help were the least likely to try online tutoring and only a very small percentage of students used it regularly. Opt-in tutoring could “exacerbate inequalities rather than reduce them,” warned a \u003c/span>\u003ca href=\"https://www.edresearchforaction.org/research-briefs/accelerating-student-academic-recovery/\">\u003cspan style=\"font-weight: 400\">September 2023 research brief\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Brown University’s Annenberg Center, Results for America, a nonprofit that promotes evidence-backed policies, the American Institutes for Research and NWEA, an assessment firm.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In January 2023, an independent research firm Mathematica released a \u003c/span>\u003ca href=\"https://www.mathematica.org/publications/impacts-of-upchieve-on-demand-tutoring-on-students-math-knowledge-and-perceptions\">\u003cspan style=\"font-weight: 400\">more positive report on students’ math gains with an online tutoring service called UPchieve\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which uses volunteers as tutors. It seemed to suggest that high school students could make extraordinary math progress from online homework help. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">UPchieve is a foundation-funded nonprofit with a slightly different model. Instead of schools buying the tutoring service from a commercial vendor, UPchieve makes its tutors freely available to any student in grades eight to 12 living in a low-income zip code or attending a low-income high school. Behind the scenes, foundations cover the cost to deliver the tutoring, about $5 per student served. (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Those foundations include the Bill & Melinda Gates and the Overdeck Family foundations, which are also among the many funders of The Hechinger Report.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">UPchieve posted findings from the study in large font on its website: “\u003c/span>\u003ca href=\"https://upchieve.org/impact\">\u003cspan style=\"font-weight: 400\">Using UPchieve 9 times caused student test scores to meaningfully increase” by “9 percentile rank points\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” If true, that would be equivalent to doubling the amount of math that a typical high school student learns. That would mean that students learned an extra 14 weeks worth of math from just a few extra hours of instruction. Not even the most highly regarded and expensive tutoring programs using professional tutors who are following clear lesson plans achieve this.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003cspan style=\"font-weight: 400\"> garnered a lot of attention on social media and flattering media coverage “\u003c/span>\u003ca href=\"https://www.the74million.org/article/how-a-free-24-7-tutoring-model-is-disrupting-learning-loss-for-low-income-kids/\">\u003cspan style=\"font-weight: 400\">for disrupting learning loss in low-income kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” But how real was this progress? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Gift card incentives\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After I read the study, which was also commissioned by the Gates foundation, I immediately saw that UPchieve’s excerpts were taken out of context. This was not a straightforward randomized controlled trial, comparing what happens to students who were offered this tutoring with students who were not. Instead, it was a trial of the power of cash incentives and email reminders. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the experiment, Mathematica researchers had recruited high schoolers who were already logging into the UPchieve tutoring service. These were no ordinary ninth and 10th graders. They were motivated to seek extra help, resourceful enough to find this tutoring website on their own (it was not promoted through their schools) and liked math enough to take extra tests to participate in the study. One group was given extra payments of $5 a week for doing at least 10 minutes of math tutoring on UPchieve, and sent weekly email reminders. The other group wasn’t. Students in both groups received $100 for participating in the study.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The gift cards increased usage by 1.6 hours or five to six more sessions over the course of 14 weeks. These incentivized students “met” with a tutor for a total of nine sessions on average; the other students averaged fewer than four sessions. (As an aside, it’s unusual that cash incentives would double usage. Slicing the results another way, only 22% of the students in the gift-card group used UPchieve more than 10 times compared with 14% in the other group. That’s more typical.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the end of 14 weeks, students took the Renaissance Star math test, an assessment taken by millions of students across the nation. But the researchers did not report those test scores. That’s because they were unlucky in their random assignment of students. By chance, comparatively weaker math students kept getting assigned to receive cash incentives. It wasn’t an apples-to-apples comparison between the two groups, a problem that can happen in a small randomized controlled trial. To compensate, the researchers statistically adjusted the final math scores to account for differences in baseline math achievement. It’s those statistically adjusted scores that showed such huge math gains for the students who had received the cash incentives and used the tutoring service more.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, the huge 9 percentile point improvement in math was \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">not\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> statistically significant. There were so few students in the study – 89 in total – that the results could have been a fluke. You’d need a much larger sample size to be confident.\u003c/span>\u003c/p>\n\u003cp>\u003cb>A caution from the researcher\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I interviewed one of the Mathematica researchers, he was cautious about UPchieve and on-demand tutoring in general. “This is an approach to tutoring that has promise for improving students’ math knowledge for a specific subset of students: those who are likely to proactively take up an on-demand tutoring service,” said Greg Chojnacki, a co-author of the UPchieve study. “The study really doesn’t speak to how promising this model is for students who may face additional barriers to taking up tutoring.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chojnacki has been studying different versions of tutoring and he says that this on-demand version might prove to be beneficial for the “kid who may be jumping up for extra help the first chance they get,” while other children might first need to “build a trusting relationship” with a tutor they can see and talk to before they engage in learning. With UPchieve and other on-demand models, students are assigned to a different tutor at each session and don’t get a chance to build a relationship. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chojnacki also walked back the numerical results in our interview. He told me not to “put too much stock” in the exact amount of math that students learned. He said he’s confident that self-motivated students who use the tutoring service more often learned more math, but it could be “anywhere above zero” and not nearly as high as 9 percentile points – an extra three and a half months worth of math instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cb>UPchieve defends “magical” results\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">UPchieve’s founder, Aly Murray, told me that the Mathematica study results initially surprised her, too. “I agree they almost seem magical,” she said by email. While acknowledging that a larger study is needed to confirm the results, she said she believes that online tutoring without audio and video can “lead to greater learning” than in-person tutoring “when done right.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I personally believe that tutoring is most effective when the student is choosing to be there and has an acute need that they want to address (two things that are both uniquely true of on-demand tutoring),” she wrote. “Students have told us how helpful it is to get timely feedback and support in the exact moment that they get confused (which is often late at night in their homes while working on their homework). So in general, I believe that on-demand tutoring is more impactful than traditional high-dosage tutoring models on a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">per tutoring session\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">per hour of tutoring\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> basis. This could be part of why we were able to achieve such outsized results despite the low number of sessions.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Murray acknowledged that low usage remains a problem. At UPchieve’s partner schools, only 5% of students logged in at least once during the 2022-23 year, she told me. At some schools, usage rates fell below 1%. Her goal is to increase usage rates at partner schools to 36%. (Any low-income student in grades eight to 12 can use the tutoring service at no cost and their schools don’t pay UPchieve for the tutoring either, but some “partner” schools pay UPchieve to promote and monitor usage.) \u003c/span>\u003c/p>\n\u003cp>\u003cb>The downside to homework help\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Helping students who are stuck on a homework assignment is certainly nice for motivated kids who love school, but relying on homework questions is a poor way to catch up students who are the most behind, according to many tutoring experts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I have a hard time believing that students know enough about what they don’t know,” said Susanna Loeb, a Stanford University economist who founded the National Student Support Accelerator, which aims to bring evidence-based tutoring to more students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students who are behind grade level, homework questions often don’t address their gaps in basic math foundations. “Maybe underneath, they’re struggling with percentages, but they’re bringing an algebra question,” said Loeb. “If you just bring the work of the classroom to the tutor, it doesn’t help students very much.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Pre-pandemic research of once-a-week after-school homework help also produced disappointing results for struggling students. Effective tutoring starts with an assessment of students’ gaps, Loeb said, followed by consistent, structured lessons.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Schools struggle to offer tutors for all students\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With so little evidence, why are schools buying on-demand online tutoring? Pittsburgh superintendent Wayne Walters said he was unable to arrange for in-person tutoring in all of his 54 schools and wanted to give each of his 19,000 students access to something. He \u003c/span>\u003ca href=\"https://www.tutor.com/press/press-releases-2023/20230807\">\u003cspan style=\"font-weight: 400\">signed a contract with Tutor.com\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for unlimited online text-chat tutoring in 2023-24. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m going forward with it because it’s available,” Walters said. “If I don’t have something to provide, or even offer, then that limits opportunity and access. If there’s no access, then I can’t even push the needle to address the most marginalized and the most vulnerable.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Walters hopes to make on-demand tutoring “sexy” and appealing to high schoolers accustomed to texting. But online tutoring is not the same as spontaneous texting between friends. One-minute delays in tutors’ replies to questions can test students’ patience. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On-demand tutoring can appear to be an economical option. Pittsburgh is able to offer this kind of tutoring, which includes college admissions test prep for high schoolers, to all 19,000 of its students for $600,000. Providing 400 students with a high-dosage tutoring program – the kind that researchers recommend – could cost $1.5 million. There are thousands of Pittsburgh students who are significantly behind grade level. It doesn’t seem fair to deliver high-quality in-person tutoring to only a lucky few.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, once you factor in actual usage, the economics of on-demand tutoring looks less impressive. In \u003c/span>\u003ca href=\"https://go.boarddocs.com/vsba/fairfax/Board.nsf/files/CKQJTV4EC65A/%24file/Tutor.com%20write%20up%20%20mf.pdf\">\u003cspan style=\"font-weight: 400\">Fairfax County, Va., for example, only 1.6% of students used Tutor.com\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. If Pittsburgh doesn’t surpass that rate, then no more than 300 of its students will be served.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are no villains here. School leaders are trying to do the best they can and be fair to everyone. Hopes are raised when research suggests that online on-demand tutoring can work if they can succeed in marketing to students. But they should be skeptical of studies that promise easy solutions before investing precious resources. That money could be better spent on small-group tutoring that \u003c/span>\u003ca href=\"https://www.nber.org/papers/w27476\">\u003cspan style=\"font-weight: 400\">dozens of studies show is more effective\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for students.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-schools-keep-buying-online-drop-in-tutoring-the-research-doesnt-support-it/\">\u003ci>\u003cspan style=\"font-weight: 400\">drop-in tutoring\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Schools have spent billions on online tutoring services to address pandemic learning loss. So far, there’s no good evidence that they are helping many students catch up.","status":"publish","parent":0,"modified":1697246858,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":37,"wordCount":2154},"headData":{"title":"Schools keep buying online drop-in tutoring. Research doesn’t support it. | KQED","description":"Schools have spent billions on online tutoring services to address pandemic learning loss. So far, there’s no good evidence that they are helping many students catch up.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Schools have spent billions on online tutoring services to address pandemic learning loss. So far, there’s no good evidence that they are helping many students catch up.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Schools keep buying online drop-in tutoring. Research doesn’t support it.","datePublished":"2023-10-16T10:00:04.000Z","dateModified":"2023-10-14T01:27:38.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62572/schools-keep-buying-online-drop-in-tutoring-research-doesnt-support-it","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Ever since schools reopened and resumed in-person instruction, districts have been trying to help students catch up from pandemic learning losses. The Biden Administration has urged schools to use tutoring. Many schools have purchased an online version that gives students 24/7 access to tutors. Typically, communication is through text chat, similar to communicating with customer service on a website. Students never see their tutors or hear their voices. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers estimate that \u003c/span>\u003ca href=\"https://www.edworkingpapers.com/sites/default/files/ai22-654.pdf\">\u003cspan style=\"font-weight: 400\">billions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have been spent on these online tutoring services, but so far, there’s no good evidence that they are helping many students catch up. And many students need extra help. According to the most recent test scores from spring 2023, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62271/most-students-are-learning-at-typical-pace-again-but-those-who-lost-ground-during-covid-19-arent-catching-up\">\u003cspan style=\"font-weight: 400\">50% more students are below grade level than before the pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">; even higher achieving students remain months behind where they should be.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Low uptake\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The main problem is that on-demand tutoring relies on students to seek extra help. Very few do. Some school systems have reported \u003c/span>\u003ca href=\"https://wtop.com/fairfax-county/2022/11/most-fairfax-co-students-didnt-use-free-tutoring-service-la\">\u003cspan style=\"font-weight: 400\">usage rates below 2%.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> A 2022 \u003c/span>\u003ca href=\"https://www.edworkingpapers.com/ai22-654\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by researchers at Brown University of an effort to boost usage among 7,000 students at a California charter school network found that students who needed the most help were the least likely to try online tutoring and only a very small percentage of students used it regularly. Opt-in tutoring could “exacerbate inequalities rather than reduce them,” warned a \u003c/span>\u003ca href=\"https://www.edresearchforaction.org/research-briefs/accelerating-student-academic-recovery/\">\u003cspan style=\"font-weight: 400\">September 2023 research brief\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Brown University’s Annenberg Center, Results for America, a nonprofit that promotes evidence-backed policies, the American Institutes for Research and NWEA, an assessment firm.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In January 2023, an independent research firm Mathematica released a \u003c/span>\u003ca href=\"https://www.mathematica.org/publications/impacts-of-upchieve-on-demand-tutoring-on-students-math-knowledge-and-perceptions\">\u003cspan style=\"font-weight: 400\">more positive report on students’ math gains with an online tutoring service called UPchieve\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which uses volunteers as tutors. It seemed to suggest that high school students could make extraordinary math progress from online homework help. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">UPchieve is a foundation-funded nonprofit with a slightly different model. Instead of schools buying the tutoring service from a commercial vendor, UPchieve makes its tutors freely available to any student in grades eight to 12 living in a low-income zip code or attending a low-income high school. Behind the scenes, foundations cover the cost to deliver the tutoring, about $5 per student served. (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Those foundations include the Bill & Melinda Gates and the Overdeck Family foundations, which are also among the many funders of The Hechinger Report.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">UPchieve posted findings from the study in large font on its website: “\u003c/span>\u003ca href=\"https://upchieve.org/impact\">\u003cspan style=\"font-weight: 400\">Using UPchieve 9 times caused student test scores to meaningfully increase” by “9 percentile rank points\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” If true, that would be equivalent to doubling the amount of math that a typical high school student learns. That would mean that students learned an extra 14 weeks worth of math from just a few extra hours of instruction. Not even the most highly regarded and expensive tutoring programs using professional tutors who are following clear lesson plans achieve this.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003cspan style=\"font-weight: 400\"> garnered a lot of attention on social media and flattering media coverage “\u003c/span>\u003ca href=\"https://www.the74million.org/article/how-a-free-24-7-tutoring-model-is-disrupting-learning-loss-for-low-income-kids/\">\u003cspan style=\"font-weight: 400\">for disrupting learning loss in low-income kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” But how real was this progress? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Gift card incentives\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After I read the study, which was also commissioned by the Gates foundation, I immediately saw that UPchieve’s excerpts were taken out of context. This was not a straightforward randomized controlled trial, comparing what happens to students who were offered this tutoring with students who were not. Instead, it was a trial of the power of cash incentives and email reminders. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the experiment, Mathematica researchers had recruited high schoolers who were already logging into the UPchieve tutoring service. These were no ordinary ninth and 10th graders. They were motivated to seek extra help, resourceful enough to find this tutoring website on their own (it was not promoted through their schools) and liked math enough to take extra tests to participate in the study. One group was given extra payments of $5 a week for doing at least 10 minutes of math tutoring on UPchieve, and sent weekly email reminders. The other group wasn’t. Students in both groups received $100 for participating in the study.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The gift cards increased usage by 1.6 hours or five to six more sessions over the course of 14 weeks. These incentivized students “met” with a tutor for a total of nine sessions on average; the other students averaged fewer than four sessions. (As an aside, it’s unusual that cash incentives would double usage. Slicing the results another way, only 22% of the students in the gift-card group used UPchieve more than 10 times compared with 14% in the other group. That’s more typical.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the end of 14 weeks, students took the Renaissance Star math test, an assessment taken by millions of students across the nation. But the researchers did not report those test scores. That’s because they were unlucky in their random assignment of students. By chance, comparatively weaker math students kept getting assigned to receive cash incentives. It wasn’t an apples-to-apples comparison between the two groups, a problem that can happen in a small randomized controlled trial. To compensate, the researchers statistically adjusted the final math scores to account for differences in baseline math achievement. It’s those statistically adjusted scores that showed such huge math gains for the students who had received the cash incentives and used the tutoring service more.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, the huge 9 percentile point improvement in math was \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">not\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> statistically significant. There were so few students in the study – 89 in total – that the results could have been a fluke. You’d need a much larger sample size to be confident.\u003c/span>\u003c/p>\n\u003cp>\u003cb>A caution from the researcher\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I interviewed one of the Mathematica researchers, he was cautious about UPchieve and on-demand tutoring in general. “This is an approach to tutoring that has promise for improving students’ math knowledge for a specific subset of students: those who are likely to proactively take up an on-demand tutoring service,” said Greg Chojnacki, a co-author of the UPchieve study. “The study really doesn’t speak to how promising this model is for students who may face additional barriers to taking up tutoring.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chojnacki has been studying different versions of tutoring and he says that this on-demand version might prove to be beneficial for the “kid who may be jumping up for extra help the first chance they get,” while other children might first need to “build a trusting relationship” with a tutor they can see and talk to before they engage in learning. With UPchieve and other on-demand models, students are assigned to a different tutor at each session and don’t get a chance to build a relationship. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chojnacki also walked back the numerical results in our interview. He told me not to “put too much stock” in the exact amount of math that students learned. He said he’s confident that self-motivated students who use the tutoring service more often learned more math, but it could be “anywhere above zero” and not nearly as high as 9 percentile points – an extra three and a half months worth of math instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cb>UPchieve defends “magical” results\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">UPchieve’s founder, Aly Murray, told me that the Mathematica study results initially surprised her, too. “I agree they almost seem magical,” she said by email. While acknowledging that a larger study is needed to confirm the results, she said she believes that online tutoring without audio and video can “lead to greater learning” than in-person tutoring “when done right.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I personally believe that tutoring is most effective when the student is choosing to be there and has an acute need that they want to address (two things that are both uniquely true of on-demand tutoring),” she wrote. “Students have told us how helpful it is to get timely feedback and support in the exact moment that they get confused (which is often late at night in their homes while working on their homework). So in general, I believe that on-demand tutoring is more impactful than traditional high-dosage tutoring models on a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">per tutoring session\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">per hour of tutoring\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> basis. This could be part of why we were able to achieve such outsized results despite the low number of sessions.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Murray acknowledged that low usage remains a problem. At UPchieve’s partner schools, only 5% of students logged in at least once during the 2022-23 year, she told me. At some schools, usage rates fell below 1%. Her goal is to increase usage rates at partner schools to 36%. (Any low-income student in grades eight to 12 can use the tutoring service at no cost and their schools don’t pay UPchieve for the tutoring either, but some “partner” schools pay UPchieve to promote and monitor usage.) \u003c/span>\u003c/p>\n\u003cp>\u003cb>The downside to homework help\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Helping students who are stuck on a homework assignment is certainly nice for motivated kids who love school, but relying on homework questions is a poor way to catch up students who are the most behind, according to many tutoring experts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I have a hard time believing that students know enough about what they don’t know,” said Susanna Loeb, a Stanford University economist who founded the National Student Support Accelerator, which aims to bring evidence-based tutoring to more students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students who are behind grade level, homework questions often don’t address their gaps in basic math foundations. “Maybe underneath, they’re struggling with percentages, but they’re bringing an algebra question,” said Loeb. “If you just bring the work of the classroom to the tutor, it doesn’t help students very much.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Pre-pandemic research of once-a-week after-school homework help also produced disappointing results for struggling students. Effective tutoring starts with an assessment of students’ gaps, Loeb said, followed by consistent, structured lessons.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Schools struggle to offer tutors for all students\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With so little evidence, why are schools buying on-demand online tutoring? Pittsburgh superintendent Wayne Walters said he was unable to arrange for in-person tutoring in all of his 54 schools and wanted to give each of his 19,000 students access to something. He \u003c/span>\u003ca href=\"https://www.tutor.com/press/press-releases-2023/20230807\">\u003cspan style=\"font-weight: 400\">signed a contract with Tutor.com\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for unlimited online text-chat tutoring in 2023-24. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m going forward with it because it’s available,” Walters said. “If I don’t have something to provide, or even offer, then that limits opportunity and access. If there’s no access, then I can’t even push the needle to address the most marginalized and the most vulnerable.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Walters hopes to make on-demand tutoring “sexy” and appealing to high schoolers accustomed to texting. But online tutoring is not the same as spontaneous texting between friends. One-minute delays in tutors’ replies to questions can test students’ patience. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On-demand tutoring can appear to be an economical option. Pittsburgh is able to offer this kind of tutoring, which includes college admissions test prep for high schoolers, to all 19,000 of its students for $600,000. Providing 400 students with a high-dosage tutoring program – the kind that researchers recommend – could cost $1.5 million. There are thousands of Pittsburgh students who are significantly behind grade level. It doesn’t seem fair to deliver high-quality in-person tutoring to only a lucky few.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, once you factor in actual usage, the economics of on-demand tutoring looks less impressive. In \u003c/span>\u003ca href=\"https://go.boarddocs.com/vsba/fairfax/Board.nsf/files/CKQJTV4EC65A/%24file/Tutor.com%20write%20up%20%20mf.pdf\">\u003cspan style=\"font-weight: 400\">Fairfax County, Va., for example, only 1.6% of students used Tutor.com\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. If Pittsburgh doesn’t surpass that rate, then no more than 300 of its students will be served.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are no villains here. School leaders are trying to do the best they can and be fair to everyone. Hopes are raised when research suggests that online on-demand tutoring can work if they can succeed in marketing to students. But they should be skeptical of studies that promise easy solutions before investing precious resources. That money could be better spent on small-group tutoring that \u003c/span>\u003ca href=\"https://www.nber.org/papers/w27476\">\u003cspan style=\"font-weight: 400\">dozens of studies show is more effective\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for students.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-schools-keep-buying-online-drop-in-tutoring-the-research-doesnt-support-it/\">\u003ci>\u003cspan style=\"font-weight: 400\">drop-in tutoring\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62572/schools-keep-buying-online-drop-in-tutoring-research-doesnt-support-it","authors":["byline_mindshift_62572"],"categories":["mindshift_21345","mindshift_21504"],"tags":["mindshift_21343","mindshift_21824","mindshift_731","mindshift_21704","mindshift_21413","mindshift_21823"],"featImg":"mindshift_62573","label":"mindshift"},"mindshift_62445":{"type":"posts","id":"mindshift_62445","meta":{"index":"posts_1591205157","site":"mindshift","id":"62445","score":null,"sort":[1695898687000]},"guestAuthors":[],"slug":"denver-public-schools-pledged-to-pay-tutoring-vendors-based-on-their-results-did-it-work","title":"Denver Public Schools pledged to pay tutoring vendors based on their results. Did it work?","publishDate":1695898687,"format":"standard","headTitle":"Denver Public Schools pledged to pay tutoring vendors based on their results. Did it work? | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story was \u003ca href=\"https://co.chalkbeat.org/2023/9/27/23891674/tutoring-denver-public-schools-outcomes-based-contracts-pandemic-esser\" rel=\"canonical\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca href=\"https://www.chalkbeat.org/newsletters\">ckbe.at/newsletters\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>Two outside companies that Denver Public Schools hired to tutor students in an effort to make up for lost learning fell short of some targets that could have earned the companies extra pay.\u003c/p>\n\u003cp>Though one company fared better than the other, many students didn’t hit the academic benchmarks spelled out in the district’s contracts. Some students struggled with participation, and staffing was a challenge for the company that tutored students in person.\u003c/p>\n\u003cp>“It was definitely a learning experience,” said Angelin Thompson, the director of expanded academic learning for DPS. “It’s great if you can do it with fidelity and if you have qualified tutors. There are just a lot of components that go into it that make it effective or ineffective.”\u003c/p>\n\u003cp>But because the contracts with the companies linked part of their payments to the achievement of certain targets, DPS isn’t paying for outcomes that weren’t achieved.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The concept of outcomes-based contracting is catching on at a time when school districts across the country have more cash to spend and bigger gaps to close.\u003c/p>\n\u003cp>Pandemic-era disruptions caused many students to miss key lessons, which prompted the federal government to invest \u003ca href=\"https://www.kqed.org/mindshift/62386/schools-face-a-funding-cliff-how-bad-will-the-fall-be\">billions of dollars of COVID-19 relief funding\u003c/a> in America’s schools.\u003c/p>\n\u003cp>\u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2020/12/9/22165700/learning-loss-tutoring-blueprint-schools\" target=\"_blank\" rel=\"noopener\">Tutoring quickly emerged as a leading research-based strategy\u003c/a> to catch students up — especially high-impact or high-dosage tutoring, which DPS defined as 36 hours per student.\u003c/p>\n\u003cp>Colorado lawmakers set aside nearly $5 million in state funding in 2021 for grants to school districts to set up high-impact tutoring programs, and the State Board of Education pumped even more federal COVID relief aid, known as ESSER, into the program.\u003c/p>\n\u003cp>Denver Public Schools, the state’s largest district, applied for the grants and won. The tutoring began in fall 2021 and ramped up last school year when \u003ca class=\"Link\" href=\"https://co.chalkbeat.org/2022/3/4/22962367/denver-literacy-math-tutoring-pandemic-learning-loss-federal-relief-money\" target=\"_blank\" rel=\"noopener\">DPS signed contracts with two companies\u003c/a>: Cignition and University Instructors. But the program was still pilot-size, serving only about 1,500 students total, or about 2% of all students in DPS.\u003c/p>\n\u003ch2 id=\"hSsHYl\">Younger students made less progress\u003c/h2>\n\u003cp>University Instructors struggled the most to meet the benchmarks in its contract.\u003c/p>\n\u003cp>In the 2022-23 school year, the Virginia-based company provided in-person literacy tutoring to DPS students in kindergarten through third grade. Its contract was for a maximum of $1.2 million: $900 per student in base pay with the possibility of $1,500 per student in payments based on hitting target outcomes.\u003c/p>\n\u003cp>The outcomes were based on the mechanics of reading: Did students’ fluency improve, as measured by a test called iStation? How about their vocabulary or phonemic awareness?\u003c/p>\n\u003cp>The answer for many students was no — or at least not enough to meet the benchmarks in the contract. For example, about half of the 641 students tutored by University Instructors met the benchmark in fluency, but only 17% met the benchmark in vocabulary, Thompson said.\u003c/p>\n\u003cp>University Instructors will likely be paid about $826,000, or about 68% of the maximum in its contract, according to calculations by Thompson’s staff.\u003c/p>\n\u003cp>The company did not respond to messages seeking comment for this story.\u003c/p>\n\u003cp>Staffing challenges contributed to the results, Thompson said. University Instructors struggled at times to hire qualified local tutors and provide substitutes when tutors were out, she said.\u003c/p>\n\u003cp>Another hiccup was more technical. Not all DPS schools use the iStation test that University Instructors’ target outcomes were based on. Thompson’s staff tried to approximate whether students who took other tests met the benchmarks, but she said that wasn’t always possible.\u003c/p>\n\u003ch2 id=\"gaReCr\">Online tutoring was more successful\u003c/h2>\n\u003cp>Cignition fared better. District records show DPS paid the California-based company $1.25 million to provide online math tutoring to students in third through eighth grade in 2022-23. Cignition’s contract with DPS was for up to $1.3 million, and the company served 924 students.\u003c/p>\n\u003cp>Cignition had four outcomes it was trying to achieve: two based on students’ confidence about math, as measured by surveys before and after tutoring, and two based on students’ academic growth, as measured by test scores before and after tutoring. The company was paid a base rate of $720 per student and could earn $940 per student on top of that if it met all targets.\u003c/p>\n\u003cp>In an interview, Cignition provided a detailed breakdown of its results. The majority of students reported higher confidence, with as many as 89% meeting one of the survey-based benchmarks. Fewer students — 72% — met the academic benchmarks, the company said.\u003c/p>\n\u003cp>Michael Cohen, founder and CEO of Cignition, said he’s proud of the outcomes.\u003c/p>\n\u003cp>“We care about quality,” he said. “We’re there to help their students that are struggling the most. Some of those students are really, really struggling, and we do everything we can for every student to bring them up as far as they can possibly get in that school year. There’s going to be a range. Not every last one will get to the highest possible grade.”\u003c/p>\n\u003cp>Unlike University Instructors, Cignition did not struggle with staffing, according to both the company and DPS. Its model calls for one tutor, who can live anywhere in the country, to work online with a group of four students, giving that group undivided attention.\u003c/p>\n\u003cp>But Cignition did report issues with student attendance and schools occasionally canceling virtual tutoring sessions. While DPS was aiming to provide students with at least 36 hours of tutoring, Cignition said 50 hours is the gold standard. Only about 10% of DPS students logged 50 hours, the company said. About half of the students logged 25 hours.\u003c/p>\n\u003cp>At a time when other school districts across the country \u003ca href=\"https://www.kqed.org/mindshift/62041/this-online-tutoring-company-says-it-offers-expert-one-on-one-help-students-often-get-neither\">have had trouble with external tutoring companies\u003c/a>, the state grant allowed DPS to try high-impact tutoring relatively risk-free — an opportunity that Thompson said will inform the district’s tutoring strategy going forward.\u003c/p>\n\u003cp>“Because of the grant, we were able to try these things and learn what works and what doesn’t,” she said. “Now as we plan for what tutoring will look like with Denver Public Schools’ money, we can think about all the things we learned and do it differently.”\u003c/p>\n\u003cp>One aspect DPS will likely keep, Thompson said, is outcomes-based contracting. While the concept has been around for years in industries such as health care and construction, it’s new in K-12 education, with about 13 school districts actively participating, said Brittany Miller, the director of outcomes-based contracting for the Georgia-based Southern Education Foundation.\u003c/p>\n\u003cp>Before Miller worked for the foundation, she worked for DPS and helped set up the outcomes-based tutoring contracts. The benefit, she said, is that school districts have a tangible way to judge whether the results are worth the millions of dollars they spend on external vendors.\u003c/p>\n\u003cp>“There is a lack of infrastructure in K-12 education, particularly in the procurement process, to say, ‘After we spent these funds, what happened for kids?’” Miller said. “This shores up a lot of that.”\u003c/p>\n\u003cp>Miller said outcomes-based contracting benefits vendors, too, because it sets clear expectations rather than the fuzzy goals that companies sometimes complain about. It also gives the companies the opportunity to earn more money for good performance.\u003c/p>\n\u003cp>Toni Rader, vice president of learning quality and operations for Cignition, said the company has been doing outcomes-based contracts with districts since 2021.\u003c/p>\n\u003cp>“We love to do outcomes-based contracts,”\u003cb> \u003c/b>Rader said. “It’s helpful for all parties involved, because it makes it clear what we’re shooting for.”\u003c/p>\n\u003cp>As for DPS, its state grant goes through this school year. But Thompson said the dollar amount is much lower this year, and there are new restrictions. DPS will have just $400,000 to spend, and only on middle school math tutoring, for which the district will request proposals soon.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://co.chalkbeat.org/2023/9/27/23891674/tutoring-denver-public-schools-outcomes-based-contracts-pandemic-esser\" rel=\"canonical\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Outcomes-based contracting has been around for years in industries such as health care and construction, but it’s relatively new in K-12 education.","status":"publish","parent":0,"modified":1695935469,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":37,"wordCount":1386},"headData":{"title":"Denver Public Schools pledged to pay tutoring vendors based on their results. Did it work? | KQED","description":"Outcomes-based contracting has been around for years in industries such as health care and construction, but it’s relatively new in K-12 education.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Outcomes-based contracting has been around for years in industries such as health care and construction, but it’s relatively new in K-12 education.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Denver Public Schools pledged to pay tutoring vendors based on their results. Did it work?","datePublished":"2023-09-28T10:58:07.000Z","dateModified":"2023-09-28T21:11:09.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Melanie Asmar, Chalkbeat Colorado","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62445/denver-public-schools-pledged-to-pay-tutoring-vendors-based-on-their-results-did-it-work","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story was \u003ca href=\"https://co.chalkbeat.org/2023/9/27/23891674/tutoring-denver-public-schools-outcomes-based-contracts-pandemic-esser\" rel=\"canonical\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca href=\"https://www.chalkbeat.org/newsletters\">ckbe.at/newsletters\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>Two outside companies that Denver Public Schools hired to tutor students in an effort to make up for lost learning fell short of some targets that could have earned the companies extra pay.\u003c/p>\n\u003cp>Though one company fared better than the other, many students didn’t hit the academic benchmarks spelled out in the district’s contracts. Some students struggled with participation, and staffing was a challenge for the company that tutored students in person.\u003c/p>\n\u003cp>“It was definitely a learning experience,” said Angelin Thompson, the director of expanded academic learning for DPS. “It’s great if you can do it with fidelity and if you have qualified tutors. There are just a lot of components that go into it that make it effective or ineffective.”\u003c/p>\n\u003cp>But because the contracts with the companies linked part of their payments to the achievement of certain targets, DPS isn’t paying for outcomes that weren’t achieved.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The concept of outcomes-based contracting is catching on at a time when school districts across the country have more cash to spend and bigger gaps to close.\u003c/p>\n\u003cp>Pandemic-era disruptions caused many students to miss key lessons, which prompted the federal government to invest \u003ca href=\"https://www.kqed.org/mindshift/62386/schools-face-a-funding-cliff-how-bad-will-the-fall-be\">billions of dollars of COVID-19 relief funding\u003c/a> in America’s schools.\u003c/p>\n\u003cp>\u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2020/12/9/22165700/learning-loss-tutoring-blueprint-schools\" target=\"_blank\" rel=\"noopener\">Tutoring quickly emerged as a leading research-based strategy\u003c/a> to catch students up — especially high-impact or high-dosage tutoring, which DPS defined as 36 hours per student.\u003c/p>\n\u003cp>Colorado lawmakers set aside nearly $5 million in state funding in 2021 for grants to school districts to set up high-impact tutoring programs, and the State Board of Education pumped even more federal COVID relief aid, known as ESSER, into the program.\u003c/p>\n\u003cp>Denver Public Schools, the state’s largest district, applied for the grants and won. The tutoring began in fall 2021 and ramped up last school year when \u003ca class=\"Link\" href=\"https://co.chalkbeat.org/2022/3/4/22962367/denver-literacy-math-tutoring-pandemic-learning-loss-federal-relief-money\" target=\"_blank\" rel=\"noopener\">DPS signed contracts with two companies\u003c/a>: Cignition and University Instructors. But the program was still pilot-size, serving only about 1,500 students total, or about 2% of all students in DPS.\u003c/p>\n\u003ch2 id=\"hSsHYl\">Younger students made less progress\u003c/h2>\n\u003cp>University Instructors struggled the most to meet the benchmarks in its contract.\u003c/p>\n\u003cp>In the 2022-23 school year, the Virginia-based company provided in-person literacy tutoring to DPS students in kindergarten through third grade. Its contract was for a maximum of $1.2 million: $900 per student in base pay with the possibility of $1,500 per student in payments based on hitting target outcomes.\u003c/p>\n\u003cp>The outcomes were based on the mechanics of reading: Did students’ fluency improve, as measured by a test called iStation? How about their vocabulary or phonemic awareness?\u003c/p>\n\u003cp>The answer for many students was no — or at least not enough to meet the benchmarks in the contract. For example, about half of the 641 students tutored by University Instructors met the benchmark in fluency, but only 17% met the benchmark in vocabulary, Thompson said.\u003c/p>\n\u003cp>University Instructors will likely be paid about $826,000, or about 68% of the maximum in its contract, according to calculations by Thompson’s staff.\u003c/p>\n\u003cp>The company did not respond to messages seeking comment for this story.\u003c/p>\n\u003cp>Staffing challenges contributed to the results, Thompson said. University Instructors struggled at times to hire qualified local tutors and provide substitutes when tutors were out, she said.\u003c/p>\n\u003cp>Another hiccup was more technical. Not all DPS schools use the iStation test that University Instructors’ target outcomes were based on. Thompson’s staff tried to approximate whether students who took other tests met the benchmarks, but she said that wasn’t always possible.\u003c/p>\n\u003ch2 id=\"gaReCr\">Online tutoring was more successful\u003c/h2>\n\u003cp>Cignition fared better. District records show DPS paid the California-based company $1.25 million to provide online math tutoring to students in third through eighth grade in 2022-23. Cignition’s contract with DPS was for up to $1.3 million, and the company served 924 students.\u003c/p>\n\u003cp>Cignition had four outcomes it was trying to achieve: two based on students’ confidence about math, as measured by surveys before and after tutoring, and two based on students’ academic growth, as measured by test scores before and after tutoring. The company was paid a base rate of $720 per student and could earn $940 per student on top of that if it met all targets.\u003c/p>\n\u003cp>In an interview, Cignition provided a detailed breakdown of its results. The majority of students reported higher confidence, with as many as 89% meeting one of the survey-based benchmarks. Fewer students — 72% — met the academic benchmarks, the company said.\u003c/p>\n\u003cp>Michael Cohen, founder and CEO of Cignition, said he’s proud of the outcomes.\u003c/p>\n\u003cp>“We care about quality,” he said. “We’re there to help their students that are struggling the most. Some of those students are really, really struggling, and we do everything we can for every student to bring them up as far as they can possibly get in that school year. There’s going to be a range. Not every last one will get to the highest possible grade.”\u003c/p>\n\u003cp>Unlike University Instructors, Cignition did not struggle with staffing, according to both the company and DPS. Its model calls for one tutor, who can live anywhere in the country, to work online with a group of four students, giving that group undivided attention.\u003c/p>\n\u003cp>But Cignition did report issues with student attendance and schools occasionally canceling virtual tutoring sessions. While DPS was aiming to provide students with at least 36 hours of tutoring, Cignition said 50 hours is the gold standard. Only about 10% of DPS students logged 50 hours, the company said. About half of the students logged 25 hours.\u003c/p>\n\u003cp>At a time when other school districts across the country \u003ca href=\"https://www.kqed.org/mindshift/62041/this-online-tutoring-company-says-it-offers-expert-one-on-one-help-students-often-get-neither\">have had trouble with external tutoring companies\u003c/a>, the state grant allowed DPS to try high-impact tutoring relatively risk-free — an opportunity that Thompson said will inform the district’s tutoring strategy going forward.\u003c/p>\n\u003cp>“Because of the grant, we were able to try these things and learn what works and what doesn’t,” she said. “Now as we plan for what tutoring will look like with Denver Public Schools’ money, we can think about all the things we learned and do it differently.”\u003c/p>\n\u003cp>One aspect DPS will likely keep, Thompson said, is outcomes-based contracting. While the concept has been around for years in industries such as health care and construction, it’s new in K-12 education, with about 13 school districts actively participating, said Brittany Miller, the director of outcomes-based contracting for the Georgia-based Southern Education Foundation.\u003c/p>\n\u003cp>Before Miller worked for the foundation, she worked for DPS and helped set up the outcomes-based tutoring contracts. The benefit, she said, is that school districts have a tangible way to judge whether the results are worth the millions of dollars they spend on external vendors.\u003c/p>\n\u003cp>“There is a lack of infrastructure in K-12 education, particularly in the procurement process, to say, ‘After we spent these funds, what happened for kids?’” Miller said. “This shores up a lot of that.”\u003c/p>\n\u003cp>Miller said outcomes-based contracting benefits vendors, too, because it sets clear expectations rather than the fuzzy goals that companies sometimes complain about. It also gives the companies the opportunity to earn more money for good performance.\u003c/p>\n\u003cp>Toni Rader, vice president of learning quality and operations for Cignition, said the company has been doing outcomes-based contracts with districts since 2021.\u003c/p>\n\u003cp>“We love to do outcomes-based contracts,”\u003cb> \u003c/b>Rader said. “It’s helpful for all parties involved, because it makes it clear what we’re shooting for.”\u003c/p>\n\u003cp>As for DPS, its state grant goes through this school year. But Thompson said the dollar amount is much lower this year, and there are new restrictions. DPS will have just $400,000 to spend, and only on middle school math tutoring, for which the district will request proposals soon.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://co.chalkbeat.org/2023/9/27/23891674/tutoring-denver-public-schools-outcomes-based-contracts-pandemic-esser\" rel=\"canonical\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62445/denver-public-schools-pledged-to-pay-tutoring-vendors-based-on-their-results-did-it-work","authors":["byline_mindshift_62445"],"categories":["mindshift_192","mindshift_21345","mindshift_21579"],"tags":["mindshift_21799","mindshift_21544","mindshift_731","mindshift_21797","mindshift_21413","mindshift_21798"],"featImg":"mindshift_62446","label":"mindshift"},"mindshift_62041":{"type":"posts","id":"mindshift_62041","meta":{"index":"posts_1591205157","site":"mindshift","id":"62041","score":null,"sort":[1689793595000]},"guestAuthors":[],"slug":"this-online-tutoring-company-says-it-offers-expert-one-on-one-help-students-often-get-neither","title":"This online tutoring company says it offers expert one-on-one help. Students often get neither.","publishDate":1689793595,"format":"standard","headTitle":"This online tutoring company says it offers expert one-on-one help. Students often get neither. | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story was \u003ca href=\"https://www.chalkbeat.org/2023/7/17/23795007/paper-online-tutoring-often-fails-students\" target=\"_blank\" rel=\"canonical noopener\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener\">\u003cu>ckbe.at/newsletters\u003c/u>\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>Lauren Williams took a job with Paper, one of the biggest virtual tutoring companies used by U.S. schools, because she wanted to help kids.\u003c/p>\n\u003cp>Williams, a self-described English and history buff who lives just south of Harrisburg, Pennsylvania, liked the work at first. As she helped students with their writing, it felt like students were getting personal attention they badly needed.\u003c/p>\n\u003cp>But as Paper ratcheted up the pace and volume of her tutoring assignments last year, Williams grew alarmed.\u003c/p>\n\u003cp>By this spring, she was routinely working with five students at once on the company’s online platform, which resembles a text-based instant messenger. She found herself toggling between kindergarteners learning to read and high-schoolers writing college essays, frantically trying to respond to each student’s message within Paper’s 50-second time limit.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Her breaking point came as Paper put new pressure on tutors to review essays faster — in part by recycling comments they’d written before.\u003c/p>\n\u003cp>“I was like: ‘No, I can’t do this,’” said Williams, who quit in March. That kind of help, she concluded, is “not doing what’s right by the kids.”\u003c/p>\n\u003cp>Tapping into the federal government’s \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2021/3/25/22350474/unprecedented-federal-funding-high-poverty-schools-how-spend\" target=\"_blank\" rel=\"noopener\">historic investment\u003c/a> in helping students recover from the pandemic, \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/11/17/23464110/paper-on-demand-online-tutoring-platforms-services-schools-students-challenges\" target=\"_blank\" rel=\"noopener\">Paper has won contracts\u003c/a> worth tens of millions of dollars telling schools it offers one-on-one tutoring with subject experts.\u003c/p>\n\u003cp>But the company often fails to deliver that basic service to students, a Chalkbeat investigation has found. In fact, tutors often juggle multiple students at once — a setup other virtual tutoring companies avoid — sometimes in subjects they don’t know well.\u003c/p>\n\u003cp>Paper argues that a student’s experience is always one-on-one, since students typically aren’t aware their tutor is working with others.\u003c/p>\n\u003cp>But the company’s practices and internal messaging suggest top officials know multi-tasking can be a challenge for tutors. It has even paid tutors “surge” bonuses of two to three times their normal pay rate for every minute they work with four or more students at once.\u003c/p>\n\u003cp>“At least when you’re in that stressful experience of having four kids in your classroom you know that you’re making double pay,” said Julia Drury, Paper’s senior director of operations, at a virtual company meeting last summer. “If you’re doing the work of two tutors, then you should be paid for the work of two tutors.”\u003c/p>\n\u003cp>School districts and state education agencies, meanwhile, are investing millions of COVID relief dollars in Paper’s services, sometimes none the wiser.\u003c/p>\n\u003cp>To report this story, Chalkbeat interviewed more than a dozen current and former Paper employees and reviewed hundreds of pages of company documents, including screenshots of internal conversations among employees.\u003c/p>\n\u003cp>In an interview, Paper’s CEO, Philip Cutler, did not dispute Chalkbeat’s findings that tutors are often working with more than one student at a time and that tutors sometimes work with students on unfamiliar subjects.\u003c/p>\n\u003cp>But he maintains that Paper is delivering one-on-one tutoring because tutors who work with multiple students do so in separate, individual sessions.\u003c/p>\n\u003cp>“The student’s experience is one-on-one,” Cutler told Chalkbeat in June. “The tutor can be supporting multiple people. The idea is that the attention I’m getting is dedicated to me.”\u003c/p>\n\u003cp>Several school officials said they were not aware that Paper tutors were often working with multiple students at once until Chalkbeat told them.\u003c/p>\n\u003cp>“The department will follow up with Paper about this and continue to monitor, throughout the upcoming school year, if this practice has any impact on student engagement and/or satisfaction of services,” wrote Jean Cook, a spokesperson for the Mississippi Department of Education, one of Paper’s largest clients, in an email to Chalkbeat.\u003c/p>\n\u003ch2 id=\"nYpdxK\">\u003cstrong>Paper tutors juggle multiple students at once\u003c/strong>\u003c/h2>\n\u003cp>As students fell behind during the pandemic, many researchers and education officials \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2020/12/9/22165700/learning-loss-tutoring-blueprint-schools\" target=\"_blank\" rel=\"noopener\">encouraged schools to tutor their students\u003c/a>. That recommendation was backed by \u003ca class=\"Link\" href=\"https://www.nber.org/papers/w27476\" target=\"_blank\" rel=\"noopener\">years of research\u003c/a> that has found tutoring can deliver positive academic results, especially when kids get one-on-one help.\u003c/p>\n\u003cp>\u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/8/4/23291304/school-staff-shortages-bus-drivers-custodians-tutors\" target=\"_blank\" rel=\"noopener\">Amid staffing shortages\u003c/a>, many school districts struggled to find and hire in-person tutors. That’s why many schools were drawn to Paper, which relies on 2,000 mostly part-time tutors who typically log on virtually from their homes across the U.S. and Canada.\u003c/p>\n\u003cp>Today the nine-year-old, Montreal-based company holds contracts worth tens of millions of dollars to tutor more than three million students in 600 districts across the U.S. and Canada. Much of that is backed by federal COVID relief money.\u003c/p>\n\u003cp>Chalkbeat previously found that \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/11/17/23464110/paper-on-demand-online-tutoring-platforms-services-schools-students-challenges\" target=\"_blank\" rel=\"noopener\">Paper’s tutoring often goes unused\u003c/a>, particularly by students who most need help. The company lost a contract earlier this year with the state of New Mexico, after officials there said \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/3/17/23643908/paper-online-tutoring-new-mexico-contract\" target=\"_blank\" rel=\"noopener\">Paper had failed to meet students’ needs.\u003c/a>\u003c/p>\n\u003cp>Paper has told potential clients, like New Mexico, that it provides “a 1:1 student-tutor ratio.”\u003c/p>\n\u003cp>“We tailor instruction for each student,” Paper wrote to New Mexico education officials last fall in a proposal to work with the state. “With our 1:1 support, your students will receive the personalized attention they need.”\u003c/p>\n\u003cfigure id=\"attachment_62044\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62044\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/tutorinfo.jpeg\" alt=\"\" width=\"250\" height=\"625\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/tutorinfo.jpeg 840w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/tutorinfo-800x2000.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/tutorinfo-160x400.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/tutorinfo-768x1920.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/tutorinfo-614x1536.jpeg 614w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/tutorinfo-819x2048.jpeg 819w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Paper issued this guidance to tutors to help them manage multiple students at once. \u003ccite>(Paper)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But Paper tutors often can’t do that, according to interviews with more than a dozen current and former Paper tutors. The company’s employee handbook tells tutors they should be able to work comfortably with three students at once.\u003c/p>\n\u003cp>“We’ve found this to usually be manageable without sacrificing quality,” the handbook states. It adds: “there is no maximum number of students a tutor can be matched with simultaneously.”\u003c/p>\n\u003cp>Paper offers tipsheets for tutors meant to help them work with multiple students at once. One guide obtained by Chalkbeat tells tutors to ask students questions about what they want to work on to “buy you some buffer time to navigate between students.” Tutors can also “LET STUDENTS TAKE THE LEAD!” to make it “easier” to toggle between sessions.\u003c/p>\n\u003cp>Cutler said it’s rare for tutors to work with more than three students at once and that it only happens for short bursts of times, or “surges.”\u003c/p>\n\u003cp>Paper’s own data, provided to Chalkbeat by the company, shows that tutors spent 33% of their working hours over the last school year helping two students at once, 10% of their time helping three students at once, and just under 2% of their time helping four or more students. The rest of the time, tutors worked with one or no students.\u003c/p>\n\u003cp>But several tutors said those rates don’t accurately reflect their workload, which spikes in the mornings and afternoons. Internally, Paper has acknowledged that tutors who work in high-demand subjects like math experience surges of four or more students “on kind of an ongoing basis,” as Drury said at the virtual company meeting last summer.\u003c/p>\n\u003cp>One math and science tutor told Chalkbeat he’d helped a dozen students at once. Another math and science tutor said she’d gotten 10 students during a surge.\u003c/p>\n\u003cp>“You just keep switching tabs,” the tutor said. “I feel bad for some of these kids who are using the platform.”\u003c/p>\n\u003cp>Paper has resisted making changes that could cut down on tutor multitasking, such as adding a waiting room or scheduling option, because they could result in fewer students using Paper, according to a former manager who left Paper last year after several years with the company.\u003c/p>\n\u003cp>“The response to it was just like: ‘We don’t want to turn students away,’” said the former manager, who asked not to be named because they signed a confidentiality agreement with Paper that prohibits sharing details about the company’s internal operations. “The quality of the service was always secondary.”\u003c/p>\n\u003cp>Cutler said “that’s certainly not the case” and that Paper has been “very focused on delivering a high level of quality over cost.”\u003c/p>\n\u003cp>This kind of juggling is not the industry standard. Many other virtual tutoring companies offer intentional group sessions where students work together on similar assignments. Others conduct tutoring sessions over live audio or live video, which makes toggling between students nearly impossible. Paper does neither.\u003c/p>\n\u003cp>And other companies that offer text-based tutoring limit the number of students a tutor has at once.\u003c/p>\n\u003cp>TutorMe, for example, said its platform allows tutors to conduct only one session at a time. Varsity Tutors said when a student requests an on-demand tutor, a tutor can’t get another student “until the session is resolved.” Tutor.com said the maximum number of students a tutor can have at once is two, and that happens in only 2% of sessions.\u003c/p>\n\u003cp>“We NEVER work with multiple students in DIFFERENT individual sessions at the same time,” Mike Cohen, the CEO of Cignition, a California-based company that contracts with the Denver, Los Angeles, and Baltimore school districts, wrote in an email to Chalkbeat.\u003c/p>\n\u003cp>Figuring out how to run a tutoring program that delivers quality help to a significant number of students without breaking the bank \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/5/17/23726983/high-dosage-tutoring-stanford-research-students-pandemic\" target=\"_blank\" rel=\"noopener\">remains a huge challenge for schools\u003c/a>, especially as COVID relief funds dwindle. One of Paper’s biggest selling points is that districts can offer unlimited virtual tutoring to all their students at a fixed price. If lots of students use it, it can be less expensive than pricey in-person tutoring programs.\u003c/p>\n\u003cp>Experts say they understand how those competing needs drove some districts to select on-demand homework help, like the kind Paper offers, even though it does not have many of the \u003ca class=\"Link\" href=\"https://annenberg.brown.edu/sites/default/files/EdResearch_for_Recovery_Design_Principles_1.pdf\" target=\"_blank\" rel=\"noopener\">hallmarks of effective tutoring\u003c/a>.\u003c/p>\n\u003cp>“It’s easy to implement,” said Jennifer Krajewski, who helps schools choose evidence-based tutoring programs through a Johns Hopkins University initiative called ProvenTutoring. “And it doesn’t necessarily require shifts in schedules. Those are real challenges that schools are facing.”\u003c/p>\n\u003cp>But when districts express interest in virtual, on-demand tutoring, Krajewski said she cautions school leaders to ask about how many students tutors will work with at once, and what kind of relationship students will build with tutors. Several companies, including Paper, match students with a new virtual tutor every time they log on.\u003c/p>\n\u003cp>“A big part of why tutoring is so powerful is that human connection with somebody who cares about you,” said Amanda Neitzel, a Johns Hopkins assistant research scientist who works with schools through ProvenTutoring. “If you are doing a virtual model with somebody who is juggling two other kids, even in the best-case scenario, how much are you actually doing that?”\u003c/p>\n\u003ch2 id=\"bKMBXY\">\u003cstrong>Some schools left in dark about Paper’s tutoring practices\u003c/strong>\u003c/h2>\n\u003cp>Tutors have repeatedly told Paper that they worry the company’s advertising is misleading schools, internal records and interviews show. In March, one tutor asked on Slack, the company’s internal messaging platform, if Paper would stop saying it offers one-on-one tutoring on its website because “it has not been that way, according to many tutors.” A top manager defended the description.\u003c/p>\n\u003cp>“You are working with a student in an individual session!” Caroline Schwim, Paper’s senior manager of teaching and learning, wrote in response. “We are open with our districts about tutors working with multiple sessions which helps us remain affordable for them!”\u003c/p>\n\u003cp>Cutler says school districts are informed that tutors may be working with multiple students at once “through the sales process” and that “districts are fine with that.”\u003c/p>\n\u003cp>But the Mississippi Department of Education, which is paying Paper $10.7 million to tutor up to 350,000 students across the state, told Chalkbeat it did not know. A state official there said the department would talk with Paper about this practice and monitor whether it was affecting student engagement or satisfaction with tutoring.\u003c/p>\n\u003cp>Clarissa Trejo, a spokesperson for Fontana Unified schools in California, said the district “has never had a conversation regarding how many students a tutor would be helping at a time.” The district, which has paid Paper $1.9 million to tutor some 38,000 students, had no concerns about the quality of Paper’s tutoring, Trejo added.\u003c/p>\n\u003cp>Meanwhile, officials with Arlington Public Schools in Virginia and Los Angeles Unified told Chalkbeat they didn’t learn that tutors may help multiple students at once until after they had agreed to work with Paper and were putting the program in place. Still, a Los Angeles schools spokesperson said Paper is “an essential component” of the district’s plan for giving students “individualized instruction.”\u003c/p>\n\u003cp>Other school officials said they were aware before they hired Paper. Clark County schools in Nevada, which is paying Paper nearly $13 million to tutor 302,000 students, said the district found out in its initial conversations with Paper that tutors “may conduct simultaneous one-on-one learning sessions with multiple students.”\u003c/p>\n\u003cp>The Tennessee Department of Education, which has a contract with Paper worth up to $1.3 million, said its contract permits Paper tutors to work with up to three students at a time — a limit that doesn’t typically appear in other Paper contracts.\u003c/p>\n\u003cp>“We have received no complaints or evidence that Paper is violating their contract,” wrote Brian Blackley, a spokesperson for the state, in an email.\u003c/p>\n\u003ch2 id=\"tofzyP\">\u003cstrong>Paper tells tutors to Google their way through sessions\u003c/strong>\u003c/h2>\n\u003cp>When students log on to Paper’s platform, they expect to be matched with a tutor who knows something about the subject they need help with. Paper says it employs “experts across K-12 subject areas” on its website, and that it gives tutors aptitude tests to vet their knowledge.\u003c/p>\n\u003cp>But in practice, several current Paper tutors said they are routinely matched with students who need help with subjects they don’t know. Tutors who feel stuck can transfer a student to a colleague with more expertise, but they can be fired if they do that too often.\u003c/p>\n\u003cfigure id=\"attachment_62047\" class=\"wp-caption alignright\" style=\"max-width: 350px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62047\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/googleit.jpeg\" alt=\"\" width=\"350\" height=\"525\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/googleit.jpeg 840w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/googleit-800x1200.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/googleit-160x240.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/googleit-768x1152.jpeg 768w\" sizes=\"(max-width: 350px) 100vw, 350px\">\u003cfigcaption class=\"wp-caption-text\">Paper advises tutors to consult Google for help when they are paired with a student in a subject they don’t know well. \u003ccite>(Paper)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Paper has told uncertain tutors to buy time by asking the student a question while they essentially Google their way through the session.\u003c/p>\n\u003cp>“Even if you’re uncertain, give it a go,” Schwim told tutors last fall during a video training, according to a screenshot viewed by Chalkbeat.\u003c/p>\n\u003cp>The result looks something like what happened to Shannon Dickinson’s daughter, a high school junior in Las Vegas. Dickinson, a kindergarten teacher, had heard Clark County schools was offering tutoring through Paper, and she urged her daughter to give it a try when she was struggling with her pre-calculus class in January.\u003c/p>\n\u003cp>But each time the 11th grader logged on and showed a Paper tutor her math problem, she waited for a long time only to find out the tutor couldn’t help.\u003c/p>\n\u003cp>“It would be like 45 minutes later: ‘Sorry I can’t help you, I’m going to transfer you to someone else,’” Dickinson recalled. “Then she’d have to do the process again.” After several failed attempts to get help, Dickinson’s daughter told her: “This is not worth my time.”\u003c/p>\n\u003cp>When Chalkbeat told Dickinson that Paper’s tutors are told to Google their way through sessions when they’re stuck, she was stunned.\u003c/p>\n\u003cp>“Oh geez,” she replied. “Well, high schoolers can do that too!”\u003c/p>\n\u003cp>Wendi Dunlap, who worked for Paper for just over a year before she quit in March, has seen this play out from the tutor’s side. Earlier this year, Dunlap, an English and history tutor, got paired with a middle schooler with a math question. Dunlap tried to help anyway, following the company’s protocols. But when the student checked the work they’d done against an answer key, she reported back: “That’s completely wrong.”\u003c/p>\n\u003cp>Dunlap apologized and scrambled to transfer the student to a math tutor, but it was too late. The student had signed off.\u003c/p>\n\u003cp>“I felt so horrible,” Dunlap said. “It wasn’t fair to her.”\u003c/p>\n\u003cp>A math and economics tutor who’s been with Paper for four years said she once spent 45 minutes trying to convince her manager over Slack that she needed to transfer a high school student with a chemistry question that she had “zero clue” how to solve. To stall for time, she asked the student for their notes. Essentially, though, the student spent that time “doing nothing,” the tutor said.\u003c/p>\n\u003cp>“It’s just leading to the student getting more frustrated,” the tutor said. “This is not right.”\u003c/p>\n\u003cp>Cutler said scenarios like those are uncommon. The guidance Paper has given to tutors, he added, is similar to what teachers are expected to do if a student asks a question the teacher doesn’t know how to answer.\u003c/p>\n\u003cp>“I don’t dismiss the student, I say: ‘Let’s figure it out,’” Cutler said. “‘Let’s pull up the internet.’”\u003c/p>\n\u003cp>Paper also puts pressure on tutors to work quickly. Tutors are expected to respond to students within 50 seconds, internal records show, regardless of how many students they have at once or how complicated the student’s question is. Tutors who review essays are told to spend no more than 30 minutes per assignment, no matter how long it is. To do that, several tutors said they copy and paste pre-written feedback.\u003c/p>\n\u003cp>When tutors miss those targets, managers tell them to speed up. Tutors have been fired for failing to meet their marks, internal records show.\u003c/p>\n\u003cp>Internally, Paper officials have justified the time limits by saying they allow the company to charge less “so that even underfunded districts (those who need us the most!) can afford us,” Schwim wrote to employees in March, according to a screenshot viewed by Chalkbeat. \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/11/17/23464110/paper-on-demand-online-tutoring-platforms-services-schools-students-challenges\" target=\"_blank\" rel=\"noopener\">The company has marketed\u003c/a> its tutoring as a way to address inequities among students, “especially those from marginalized groups.”\u003c/p>\n\u003cp>Several tutors said the breakneck pace makes it harder to help students. One tutor, who left the company in January, said they got a urinary tract infection from skipping bathroom breaks as they tried to keep up with students. Two other tutors said they carried their laptops into the bathroom so they could keep working on the toilet.\u003c/p>\n\u003cp>“You couldn’t take your hands off the keyboard,” said the tutor who got the UTI, who asked not to be identified because they signed a non-disparagement agreement with Paper, a copy of which Chalkbeat viewed.\u003c/p>\n\u003cp>Cutler said tutors have told Paper that they take their computers into the bathroom to keep working, but that the company doesn’t “encourage” this practice. Paper recently instituted a “chime” to remind tutors to take their break, he added.\u003c/p>\n\u003cp>Meanwhile, in Las Vegas, Dickinson figured out a way to get her daughter the math help she needed.\u003c/p>\n\u003cp>She dipped into her own pocket to pay for private tutoring.\u003c/p>\n\u003cp>\u003ci>Kalyn Belsha is a national education reporter based in Chicago. Contact her at \u003c/i>\u003ca class=\"Link\" href=\"mailto:kbelsha@chalkbeat.org\" target=\"_blank\" rel=\"noopener\">\u003ci>kbelsha@chalkbeat.org\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://www.chalkbeat.org/2023/7/17/23795007/paper-online-tutoring-often-fails-students\" target=\"_blank\" rel=\"canonical noopener\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/p>\n\n","blocks":[],"excerpt":"Paper tells schools it offers expert 1:1 virtual tutoring. In reality, tutors are often juggling multiple kids at once and covering subjects they don't know.","status":"publish","parent":0,"modified":1689793595,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":82,"wordCount":3379},"headData":{"title":"This online tutoring company says it offers expert one-on-one help. Students often get neither. | KQED","description":"Paper tells schools it offers expert 1:1 virtual tutoring. In reality, tutors are often juggling multiple kids at once and covering subjects they don't know.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Paper tells schools it offers expert 1:1 virtual tutoring. In reality, tutors are often juggling multiple kids at once and covering subjects they don't know.","schema":{"@context":"http://schema.org","@type":"Article","headline":"This online tutoring company says it offers expert one-on-one help. Students often get neither.","datePublished":"2023-07-19T19:06:35.000Z","dateModified":"2023-07-19T19:06:35.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Kalyn Belsha, Chalkbeat","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62041/this-online-tutoring-company-says-it-offers-expert-one-on-one-help-students-often-get-neither","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story was \u003ca href=\"https://www.chalkbeat.org/2023/7/17/23795007/paper-online-tutoring-often-fails-students\" target=\"_blank\" rel=\"canonical noopener\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener\">\u003cu>ckbe.at/newsletters\u003c/u>\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>Lauren Williams took a job with Paper, one of the biggest virtual tutoring companies used by U.S. schools, because she wanted to help kids.\u003c/p>\n\u003cp>Williams, a self-described English and history buff who lives just south of Harrisburg, Pennsylvania, liked the work at first. As she helped students with their writing, it felt like students were getting personal attention they badly needed.\u003c/p>\n\u003cp>But as Paper ratcheted up the pace and volume of her tutoring assignments last year, Williams grew alarmed.\u003c/p>\n\u003cp>By this spring, she was routinely working with five students at once on the company’s online platform, which resembles a text-based instant messenger. She found herself toggling between kindergarteners learning to read and high-schoolers writing college essays, frantically trying to respond to each student’s message within Paper’s 50-second time limit.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Her breaking point came as Paper put new pressure on tutors to review essays faster — in part by recycling comments they’d written before.\u003c/p>\n\u003cp>“I was like: ‘No, I can’t do this,’” said Williams, who quit in March. That kind of help, she concluded, is “not doing what’s right by the kids.”\u003c/p>\n\u003cp>Tapping into the federal government’s \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2021/3/25/22350474/unprecedented-federal-funding-high-poverty-schools-how-spend\" target=\"_blank\" rel=\"noopener\">historic investment\u003c/a> in helping students recover from the pandemic, \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/11/17/23464110/paper-on-demand-online-tutoring-platforms-services-schools-students-challenges\" target=\"_blank\" rel=\"noopener\">Paper has won contracts\u003c/a> worth tens of millions of dollars telling schools it offers one-on-one tutoring with subject experts.\u003c/p>\n\u003cp>But the company often fails to deliver that basic service to students, a Chalkbeat investigation has found. In fact, tutors often juggle multiple students at once — a setup other virtual tutoring companies avoid — sometimes in subjects they don’t know well.\u003c/p>\n\u003cp>Paper argues that a student’s experience is always one-on-one, since students typically aren’t aware their tutor is working with others.\u003c/p>\n\u003cp>But the company’s practices and internal messaging suggest top officials know multi-tasking can be a challenge for tutors. It has even paid tutors “surge” bonuses of two to three times their normal pay rate for every minute they work with four or more students at once.\u003c/p>\n\u003cp>“At least when you’re in that stressful experience of having four kids in your classroom you know that you’re making double pay,” said Julia Drury, Paper’s senior director of operations, at a virtual company meeting last summer. “If you’re doing the work of two tutors, then you should be paid for the work of two tutors.”\u003c/p>\n\u003cp>School districts and state education agencies, meanwhile, are investing millions of COVID relief dollars in Paper’s services, sometimes none the wiser.\u003c/p>\n\u003cp>To report this story, Chalkbeat interviewed more than a dozen current and former Paper employees and reviewed hundreds of pages of company documents, including screenshots of internal conversations among employees.\u003c/p>\n\u003cp>In an interview, Paper’s CEO, Philip Cutler, did not dispute Chalkbeat’s findings that tutors are often working with more than one student at a time and that tutors sometimes work with students on unfamiliar subjects.\u003c/p>\n\u003cp>But he maintains that Paper is delivering one-on-one tutoring because tutors who work with multiple students do so in separate, individual sessions.\u003c/p>\n\u003cp>“The student’s experience is one-on-one,” Cutler told Chalkbeat in June. “The tutor can be supporting multiple people. The idea is that the attention I’m getting is dedicated to me.”\u003c/p>\n\u003cp>Several school officials said they were not aware that Paper tutors were often working with multiple students at once until Chalkbeat told them.\u003c/p>\n\u003cp>“The department will follow up with Paper about this and continue to monitor, throughout the upcoming school year, if this practice has any impact on student engagement and/or satisfaction of services,” wrote Jean Cook, a spokesperson for the Mississippi Department of Education, one of Paper’s largest clients, in an email to Chalkbeat.\u003c/p>\n\u003ch2 id=\"nYpdxK\">\u003cstrong>Paper tutors juggle multiple students at once\u003c/strong>\u003c/h2>\n\u003cp>As students fell behind during the pandemic, many researchers and education officials \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2020/12/9/22165700/learning-loss-tutoring-blueprint-schools\" target=\"_blank\" rel=\"noopener\">encouraged schools to tutor their students\u003c/a>. That recommendation was backed by \u003ca class=\"Link\" href=\"https://www.nber.org/papers/w27476\" target=\"_blank\" rel=\"noopener\">years of research\u003c/a> that has found tutoring can deliver positive academic results, especially when kids get one-on-one help.\u003c/p>\n\u003cp>\u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/8/4/23291304/school-staff-shortages-bus-drivers-custodians-tutors\" target=\"_blank\" rel=\"noopener\">Amid staffing shortages\u003c/a>, many school districts struggled to find and hire in-person tutors. That’s why many schools were drawn to Paper, which relies on 2,000 mostly part-time tutors who typically log on virtually from their homes across the U.S. and Canada.\u003c/p>\n\u003cp>Today the nine-year-old, Montreal-based company holds contracts worth tens of millions of dollars to tutor more than three million students in 600 districts across the U.S. and Canada. Much of that is backed by federal COVID relief money.\u003c/p>\n\u003cp>Chalkbeat previously found that \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/11/17/23464110/paper-on-demand-online-tutoring-platforms-services-schools-students-challenges\" target=\"_blank\" rel=\"noopener\">Paper’s tutoring often goes unused\u003c/a>, particularly by students who most need help. The company lost a contract earlier this year with the state of New Mexico, after officials there said \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/3/17/23643908/paper-online-tutoring-new-mexico-contract\" target=\"_blank\" rel=\"noopener\">Paper had failed to meet students’ needs.\u003c/a>\u003c/p>\n\u003cp>Paper has told potential clients, like New Mexico, that it provides “a 1:1 student-tutor ratio.”\u003c/p>\n\u003cp>“We tailor instruction for each student,” Paper wrote to New Mexico education officials last fall in a proposal to work with the state. “With our 1:1 support, your students will receive the personalized attention they need.”\u003c/p>\n\u003cfigure id=\"attachment_62044\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62044\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/tutorinfo.jpeg\" alt=\"\" width=\"250\" height=\"625\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/tutorinfo.jpeg 840w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/tutorinfo-800x2000.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/tutorinfo-160x400.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/tutorinfo-768x1920.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/tutorinfo-614x1536.jpeg 614w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/tutorinfo-819x2048.jpeg 819w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Paper issued this guidance to tutors to help them manage multiple students at once. \u003ccite>(Paper)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But Paper tutors often can’t do that, according to interviews with more than a dozen current and former Paper tutors. The company’s employee handbook tells tutors they should be able to work comfortably with three students at once.\u003c/p>\n\u003cp>“We’ve found this to usually be manageable without sacrificing quality,” the handbook states. It adds: “there is no maximum number of students a tutor can be matched with simultaneously.”\u003c/p>\n\u003cp>Paper offers tipsheets for tutors meant to help them work with multiple students at once. One guide obtained by Chalkbeat tells tutors to ask students questions about what they want to work on to “buy you some buffer time to navigate between students.” Tutors can also “LET STUDENTS TAKE THE LEAD!” to make it “easier” to toggle between sessions.\u003c/p>\n\u003cp>Cutler said it’s rare for tutors to work with more than three students at once and that it only happens for short bursts of times, or “surges.”\u003c/p>\n\u003cp>Paper’s own data, provided to Chalkbeat by the company, shows that tutors spent 33% of their working hours over the last school year helping two students at once, 10% of their time helping three students at once, and just under 2% of their time helping four or more students. The rest of the time, tutors worked with one or no students.\u003c/p>\n\u003cp>But several tutors said those rates don’t accurately reflect their workload, which spikes in the mornings and afternoons. Internally, Paper has acknowledged that tutors who work in high-demand subjects like math experience surges of four or more students “on kind of an ongoing basis,” as Drury said at the virtual company meeting last summer.\u003c/p>\n\u003cp>One math and science tutor told Chalkbeat he’d helped a dozen students at once. Another math and science tutor said she’d gotten 10 students during a surge.\u003c/p>\n\u003cp>“You just keep switching tabs,” the tutor said. “I feel bad for some of these kids who are using the platform.”\u003c/p>\n\u003cp>Paper has resisted making changes that could cut down on tutor multitasking, such as adding a waiting room or scheduling option, because they could result in fewer students using Paper, according to a former manager who left Paper last year after several years with the company.\u003c/p>\n\u003cp>“The response to it was just like: ‘We don’t want to turn students away,’” said the former manager, who asked not to be named because they signed a confidentiality agreement with Paper that prohibits sharing details about the company’s internal operations. “The quality of the service was always secondary.”\u003c/p>\n\u003cp>Cutler said “that’s certainly not the case” and that Paper has been “very focused on delivering a high level of quality over cost.”\u003c/p>\n\u003cp>This kind of juggling is not the industry standard. Many other virtual tutoring companies offer intentional group sessions where students work together on similar assignments. Others conduct tutoring sessions over live audio or live video, which makes toggling between students nearly impossible. Paper does neither.\u003c/p>\n\u003cp>And other companies that offer text-based tutoring limit the number of students a tutor has at once.\u003c/p>\n\u003cp>TutorMe, for example, said its platform allows tutors to conduct only one session at a time. Varsity Tutors said when a student requests an on-demand tutor, a tutor can’t get another student “until the session is resolved.” Tutor.com said the maximum number of students a tutor can have at once is two, and that happens in only 2% of sessions.\u003c/p>\n\u003cp>“We NEVER work with multiple students in DIFFERENT individual sessions at the same time,” Mike Cohen, the CEO of Cignition, a California-based company that contracts with the Denver, Los Angeles, and Baltimore school districts, wrote in an email to Chalkbeat.\u003c/p>\n\u003cp>Figuring out how to run a tutoring program that delivers quality help to a significant number of students without breaking the bank \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/5/17/23726983/high-dosage-tutoring-stanford-research-students-pandemic\" target=\"_blank\" rel=\"noopener\">remains a huge challenge for schools\u003c/a>, especially as COVID relief funds dwindle. One of Paper’s biggest selling points is that districts can offer unlimited virtual tutoring to all their students at a fixed price. If lots of students use it, it can be less expensive than pricey in-person tutoring programs.\u003c/p>\n\u003cp>Experts say they understand how those competing needs drove some districts to select on-demand homework help, like the kind Paper offers, even though it does not have many of the \u003ca class=\"Link\" href=\"https://annenberg.brown.edu/sites/default/files/EdResearch_for_Recovery_Design_Principles_1.pdf\" target=\"_blank\" rel=\"noopener\">hallmarks of effective tutoring\u003c/a>.\u003c/p>\n\u003cp>“It’s easy to implement,” said Jennifer Krajewski, who helps schools choose evidence-based tutoring programs through a Johns Hopkins University initiative called ProvenTutoring. “And it doesn’t necessarily require shifts in schedules. Those are real challenges that schools are facing.”\u003c/p>\n\u003cp>But when districts express interest in virtual, on-demand tutoring, Krajewski said she cautions school leaders to ask about how many students tutors will work with at once, and what kind of relationship students will build with tutors. Several companies, including Paper, match students with a new virtual tutor every time they log on.\u003c/p>\n\u003cp>“A big part of why tutoring is so powerful is that human connection with somebody who cares about you,” said Amanda Neitzel, a Johns Hopkins assistant research scientist who works with schools through ProvenTutoring. “If you are doing a virtual model with somebody who is juggling two other kids, even in the best-case scenario, how much are you actually doing that?”\u003c/p>\n\u003ch2 id=\"bKMBXY\">\u003cstrong>Some schools left in dark about Paper’s tutoring practices\u003c/strong>\u003c/h2>\n\u003cp>Tutors have repeatedly told Paper that they worry the company’s advertising is misleading schools, internal records and interviews show. In March, one tutor asked on Slack, the company’s internal messaging platform, if Paper would stop saying it offers one-on-one tutoring on its website because “it has not been that way, according to many tutors.” A top manager defended the description.\u003c/p>\n\u003cp>“You are working with a student in an individual session!” Caroline Schwim, Paper’s senior manager of teaching and learning, wrote in response. “We are open with our districts about tutors working with multiple sessions which helps us remain affordable for them!”\u003c/p>\n\u003cp>Cutler says school districts are informed that tutors may be working with multiple students at once “through the sales process” and that “districts are fine with that.”\u003c/p>\n\u003cp>But the Mississippi Department of Education, which is paying Paper $10.7 million to tutor up to 350,000 students across the state, told Chalkbeat it did not know. A state official there said the department would talk with Paper about this practice and monitor whether it was affecting student engagement or satisfaction with tutoring.\u003c/p>\n\u003cp>Clarissa Trejo, a spokesperson for Fontana Unified schools in California, said the district “has never had a conversation regarding how many students a tutor would be helping at a time.” The district, which has paid Paper $1.9 million to tutor some 38,000 students, had no concerns about the quality of Paper’s tutoring, Trejo added.\u003c/p>\n\u003cp>Meanwhile, officials with Arlington Public Schools in Virginia and Los Angeles Unified told Chalkbeat they didn’t learn that tutors may help multiple students at once until after they had agreed to work with Paper and were putting the program in place. Still, a Los Angeles schools spokesperson said Paper is “an essential component” of the district’s plan for giving students “individualized instruction.”\u003c/p>\n\u003cp>Other school officials said they were aware before they hired Paper. Clark County schools in Nevada, which is paying Paper nearly $13 million to tutor 302,000 students, said the district found out in its initial conversations with Paper that tutors “may conduct simultaneous one-on-one learning sessions with multiple students.”\u003c/p>\n\u003cp>The Tennessee Department of Education, which has a contract with Paper worth up to $1.3 million, said its contract permits Paper tutors to work with up to three students at a time — a limit that doesn’t typically appear in other Paper contracts.\u003c/p>\n\u003cp>“We have received no complaints or evidence that Paper is violating their contract,” wrote Brian Blackley, a spokesperson for the state, in an email.\u003c/p>\n\u003ch2 id=\"tofzyP\">\u003cstrong>Paper tells tutors to Google their way through sessions\u003c/strong>\u003c/h2>\n\u003cp>When students log on to Paper’s platform, they expect to be matched with a tutor who knows something about the subject they need help with. Paper says it employs “experts across K-12 subject areas” on its website, and that it gives tutors aptitude tests to vet their knowledge.\u003c/p>\n\u003cp>But in practice, several current Paper tutors said they are routinely matched with students who need help with subjects they don’t know. Tutors who feel stuck can transfer a student to a colleague with more expertise, but they can be fired if they do that too often.\u003c/p>\n\u003cfigure id=\"attachment_62047\" class=\"wp-caption alignright\" style=\"max-width: 350px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62047\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/googleit.jpeg\" alt=\"\" width=\"350\" height=\"525\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/googleit.jpeg 840w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/googleit-800x1200.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/googleit-160x240.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/googleit-768x1152.jpeg 768w\" sizes=\"(max-width: 350px) 100vw, 350px\">\u003cfigcaption class=\"wp-caption-text\">Paper advises tutors to consult Google for help when they are paired with a student in a subject they don’t know well. \u003ccite>(Paper)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Paper has told uncertain tutors to buy time by asking the student a question while they essentially Google their way through the session.\u003c/p>\n\u003cp>“Even if you’re uncertain, give it a go,” Schwim told tutors last fall during a video training, according to a screenshot viewed by Chalkbeat.\u003c/p>\n\u003cp>The result looks something like what happened to Shannon Dickinson’s daughter, a high school junior in Las Vegas. Dickinson, a kindergarten teacher, had heard Clark County schools was offering tutoring through Paper, and she urged her daughter to give it a try when she was struggling with her pre-calculus class in January.\u003c/p>\n\u003cp>But each time the 11th grader logged on and showed a Paper tutor her math problem, she waited for a long time only to find out the tutor couldn’t help.\u003c/p>\n\u003cp>“It would be like 45 minutes later: ‘Sorry I can’t help you, I’m going to transfer you to someone else,’” Dickinson recalled. “Then she’d have to do the process again.” After several failed attempts to get help, Dickinson’s daughter told her: “This is not worth my time.”\u003c/p>\n\u003cp>When Chalkbeat told Dickinson that Paper’s tutors are told to Google their way through sessions when they’re stuck, she was stunned.\u003c/p>\n\u003cp>“Oh geez,” she replied. “Well, high schoolers can do that too!”\u003c/p>\n\u003cp>Wendi Dunlap, who worked for Paper for just over a year before she quit in March, has seen this play out from the tutor’s side. Earlier this year, Dunlap, an English and history tutor, got paired with a middle schooler with a math question. Dunlap tried to help anyway, following the company’s protocols. But when the student checked the work they’d done against an answer key, she reported back: “That’s completely wrong.”\u003c/p>\n\u003cp>Dunlap apologized and scrambled to transfer the student to a math tutor, but it was too late. The student had signed off.\u003c/p>\n\u003cp>“I felt so horrible,” Dunlap said. “It wasn’t fair to her.”\u003c/p>\n\u003cp>A math and economics tutor who’s been with Paper for four years said she once spent 45 minutes trying to convince her manager over Slack that she needed to transfer a high school student with a chemistry question that she had “zero clue” how to solve. To stall for time, she asked the student for their notes. Essentially, though, the student spent that time “doing nothing,” the tutor said.\u003c/p>\n\u003cp>“It’s just leading to the student getting more frustrated,” the tutor said. “This is not right.”\u003c/p>\n\u003cp>Cutler said scenarios like those are uncommon. The guidance Paper has given to tutors, he added, is similar to what teachers are expected to do if a student asks a question the teacher doesn’t know how to answer.\u003c/p>\n\u003cp>“I don’t dismiss the student, I say: ‘Let’s figure it out,’” Cutler said. “‘Let’s pull up the internet.’”\u003c/p>\n\u003cp>Paper also puts pressure on tutors to work quickly. Tutors are expected to respond to students within 50 seconds, internal records show, regardless of how many students they have at once or how complicated the student’s question is. Tutors who review essays are told to spend no more than 30 minutes per assignment, no matter how long it is. To do that, several tutors said they copy and paste pre-written feedback.\u003c/p>\n\u003cp>When tutors miss those targets, managers tell them to speed up. Tutors have been fired for failing to meet their marks, internal records show.\u003c/p>\n\u003cp>Internally, Paper officials have justified the time limits by saying they allow the company to charge less “so that even underfunded districts (those who need us the most!) can afford us,” Schwim wrote to employees in March, according to a screenshot viewed by Chalkbeat. \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/11/17/23464110/paper-on-demand-online-tutoring-platforms-services-schools-students-challenges\" target=\"_blank\" rel=\"noopener\">The company has marketed\u003c/a> its tutoring as a way to address inequities among students, “especially those from marginalized groups.”\u003c/p>\n\u003cp>Several tutors said the breakneck pace makes it harder to help students. One tutor, who left the company in January, said they got a urinary tract infection from skipping bathroom breaks as they tried to keep up with students. Two other tutors said they carried their laptops into the bathroom so they could keep working on the toilet.\u003c/p>\n\u003cp>“You couldn’t take your hands off the keyboard,” said the tutor who got the UTI, who asked not to be identified because they signed a non-disparagement agreement with Paper, a copy of which Chalkbeat viewed.\u003c/p>\n\u003cp>Cutler said tutors have told Paper that they take their computers into the bathroom to keep working, but that the company doesn’t “encourage” this practice. Paper recently instituted a “chime” to remind tutors to take their break, he added.\u003c/p>\n\u003cp>Meanwhile, in Las Vegas, Dickinson figured out a way to get her daughter the math help she needed.\u003c/p>\n\u003cp>She dipped into her own pocket to pay for private tutoring.\u003c/p>\n\u003cp>\u003ci>Kalyn Belsha is a national education reporter based in Chicago. Contact her at \u003c/i>\u003ca class=\"Link\" href=\"mailto:kbelsha@chalkbeat.org\" target=\"_blank\" rel=\"noopener\">\u003ci>kbelsha@chalkbeat.org\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.chalkbeat.org/2023/7/17/23795007/paper-online-tutoring-often-fails-students\" target=\"_blank\" rel=\"canonical noopener\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62041/this-online-tutoring-company-says-it-offers-expert-one-on-one-help-students-often-get-neither","authors":["byline_mindshift_62041"],"categories":["mindshift_193"],"tags":["mindshift_21716","mindshift_21343","mindshift_21715","mindshift_731","mindshift_21704","mindshift_21713","mindshift_21714","mindshift_21413"],"featImg":"mindshift_62043","label":"mindshift"},"mindshift_61101":{"type":"posts","id":"mindshift_61101","meta":{"index":"posts_1591205157","site":"mindshift","id":"61101","score":null,"sort":[1677495611000]},"guestAuthors":[],"slug":"what-we-know-about-tutoring-research-and-how-schools-are-using-tutoring-in-pandemic-recovery","title":"What we know about tutoring research and how schools are using tutoring in pandemic recovery","publishDate":1677495611,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Ever since the pandemic shut down schools almost three years ago, I’ve been writing about tutoring as the most promising way to help kids catch up academically. I often get questions about research on tutoring. How effective is tutoring? How many schools are doing it? How is it going so far? In this column, I’m recapping the evidence for tutoring and what we know now about pandemic tutoring. For those who want to learn more, there are links to sources throughout and at the end, a list of Hechinger Report stories on tutoring. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Well before the pandemic, researchers were zeroing in on tutoring as a way to help children who were significantly behind grade level. Remedial classes had generally been a failure, and researchers often saw disappointing results from after-school and summer school programs because students didn’t show up or didn’t want to go to school during vacation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But evidence for tutoring has been building for more than 30 years, as tutoring organizations designed reading and math programs, partnered with schools and invited in researchers. The \u003c/span>\u003ca href=\"https://www.povertyactionlab.org/tutoring\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">results\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have been striking. In almost \u003c/span>\u003ca href=\"https://www.nber.org/papers/w27476\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">100 randomized controlled trials\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, where students were randomly assigned to receive tutoring, the average gains were equivalent to moving an average child from the \u003c/span>\u003ca href=\"https://www.povertyactionlab.org/publication/transformative-potential-tutoring-pre-k-12-learning-outcomes-lessons-randomized\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">50th percentile to the 66th percentile\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In education, that’s a giant jump. One estimate equated the jump from tutoring to \u003c/span>\u003ca href=\"https://fordhaminstitute.org/national/commentary/tutoring-effective-strategy-our-troubled-times\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">five months\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of learning beyond a student’s ordinary progress in a school year. There are no magic bullets in education, but tutoring comes as close to one as you get.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What researchers mean when they say “tutoring,” however, is not what many people might imagine. It’s not provided by the kind of tutors that well-to-do families might hire for their children at home. Studies have found that sessions once or twice a week \u003c/span>\u003ca href=\"https://annenberg.brown.edu/sites/default/files/EdResearch_for_Recovery_Design_Principles_1.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">haven’t boosted achievement much\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, nor has frequent after-school homework help. Instead, tutoring produces outsized gains in reading and math when it takes place daily, using paid, well-trained tutors who are following a proven curriculum or lesson plans that are linked to what the student is learning in class. Effective tutoring sessions are scheduled during the school day, when attendance is mandatory, not after school. Researchers call it “high-dosage” or “high-impact” tutoring. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Think of it as the difference between outpatient visits and intensive care at a hospital. High-dosage tutoring is more like the latter. It’s expensive to hire and train tutors and this type of tutoring can cost schools $4,000 or more per student annually. (Surprisingly, the tutoring doesn’t have to be one-to-one; researchers have found that well-designed tutoring programs can be very effective when tutors work with two or three students.) \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Biden administration has urged schools to use their \u003c/span>\u003ca href=\"https://www.whitehouse.gov/briefing-room/statements-releases/2022/07/05/fact-sheet-biden-harris-administration-launches-national-effort-to-support-student-success/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">$122 billion in pandemic recovery funds on tutoring\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But it’s been hard for schools to launch tutoring operations. For starters, it’s tough to hire tutors amid a strong labor market when there aren’t many people looking for work and “help wanted” signs are everywhere. The logistical issues are complex: tutor training, rescheduling the school day to make time for tutoring periods, finding physical space to hold tutoring sessions and figuring out how to allow a stream of adult tutors to flow in and out of school buildings all day. There are also tough decisions, such as which students should be tutored, and which curriculums to choose. Educators have to become operations experts and build a whole new organization amid everything else they’re juggling.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So far we have spotty data on how many schools have actually implemented tutoring. Among those who have, it’s unclear how many have launched good high-dosage programs and which students are getting it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The U.S. Department of Education estimates that more than four out of five schools were offering a version of tutoring to some of their students during the 2022-23 school year, based on a \u003c/span>\u003ca href=\"https://ies.ed.gov/schoolsurvey/spp/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">December 2022 survey of 1,000 schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The majority said they were delivering “standard” tutoring, such as once a week extra-help sessions after school. Only 37 percent said they were delivering “high-dosage” tutoring. Even among the 37 percent of schools that said they were delivering high-dosage tutoring, only 30 percent of the students were receiving it. This translates into an estimate of 10 percent of public school students nationwide who are receiving high-dosage tutoring – far less than the need. In the same survey, school principals estimated that half of their students were behind grade level. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sixteen states are using $470 million of their federal pandemic recovery funds to launch large tutoring programs that will reach millions of children, according to a separate \u003c/span>\u003ca href=\"https://learning.ccsso.org/road-to-recovery-how-states-are-using-federal-relief-funding-to-scale-high-impact-tutoring\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">February 2023 report by the Council of Chief State School Officers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a group of public officials who head state education departments that oversee elementary, middle and high schools. Among them are Arkansas, Colorado, Louisiana and Tennessee. Another four states are sending more $200 million directly to families to hire their own tutors. Indiana, for example, gives families up to $1,000 per qualifying student to spend on high-impact tutoring. (Local school districts are spending much more than a total of $700 million on tutoring. The school officers’ report covers only direct state spending.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In many cases, tutoring this year is taking place virtually over screens instead of in person. Often, students are texting with tutors and not hearing or seeing one another – akin to a customer service chat session. But there are also tutoring companies that are trying to recreate an in-person tutoring experience through live video and audio. It feels more like a Zoom meeting with a shared whiteboard that both student and teacher can write on.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It remains to be seen if the outsized academic gains from in-person tutoring can be replicated online. A \u003c/span>\u003ca href=\"https://scholar.harvard.edu/mkraft/publications/online-tutoring-college-volunteers-experimental-evidence-pilot-program\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">study of low-income middle schoolers in Chicago\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was disappointing. The program was riddled with problems: poor attendance, technical glitches and slow recruitment of college student volunteers to serve as tutors. Students who were assigned tutoring didn’t catch up more than those who didn’t get that extra help. But there were some signs of hope, too. Kids who started the tutoring sooner made larger academic gains. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another \u003c/span>\u003ca href=\"https://edworkingpapers.com/ai21-350\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">pandemic study of virtual tutoring\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for low-income immigrant middle schoolers in Italy yielded good results when students received four hours a week, but much worse results when they got only two hours a week. When the hours were halved, the academic gains dropped by more than half. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Saga Education, an organization which has built an \u003c/span>\u003ca href=\"https://www.nber.org/papers/w28531?utm_campaign=ntwh&utm_medium=email&utm_source=ntwg3\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">impressive track record with in-person tutoring\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, is currently testing whether its high-dosage model works as well in the virtual world. I am eager to see their data when it comes out. Earlier this month I observed Saga’s virtual tutoring at a New York City high school, where the students sat in a classroom and connected to their algebra tutors through laptops. I noticed how much more engaged the students were with a tutor who was physically present. Many ninth graders weren’t keen to be seen on camera and angled their laptops away. It was harder to develop an easy, friendly rapport between student and tutor.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School administrators have told me that it is hard to squeeze in three or more tutoring sessions a week, or make sure that students log in when sessions are scheduled. No-shows are common.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many schools have purchased unlimited online tutoring from for-profit companies, such as Paper, Tutor.com and Varsity Tutors, where students can login anytime for homework help. Companies have marketed this voluntary 24/7 tutoring as high-dosage because, in theory, students could use it frequently. And it is much cheaper for schools; it can cost $40 per student instead of $4,000 for in-person, high-dosage tutoring. But several reports, such as \u003c/span>\u003ca href=\"https://go.boarddocs.com/vsba/fairfax/Board.nsf/files/CKQJTV4EC65A/%24file/Tutor.com%20write%20up%20%20mf.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">this one in Fairfax County, Virginia\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, find that students aren’t using it very much, and the students who need tutoring the most are the least likely to use these drop-in tutoring services. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.edworkingpapers.com/sites/default/files/ai22-654.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Efforts by researchers to increase usage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> through text nudges convinced only 27 percent of the students at one charter school chain in California to try an online tutor even once. More than 70 percent of the students never logged into the tutoring platform. Among students who needed tutoring the most because they had failed a class with a D or an F, only 12 percent ever logged on. Just 26 of the 7,000 students in the charter network used it three times or more a week, which is what researchers are recommending.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even though the services are marketed as one-to-one tutoring, some tutoring companies, such as Paper, have their tutors handling multiple students at once. Several tutors explained to me how challenging it is to juggle homework questions from different grades and different subjects simultaneously. Students sometimes have to wait patiently for their tutor to reply to a text while the tutor is texting with others. Relying on students’ homework questions, instead of using a structured tutoring curriculum, makes it hard to know if you’re teaching students the topics they need to catch up. Part of the magic of tutoring may be forming a long-term relationship with a caring adult. But tutors at several of these companies rarely see the same student twice. It’s no wonder that most students aren’t eager to log in.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even though there’s good evidence for the effectiveness of intensive tutoring, districts are struggling to build functional programs. The for-profit tutoring services many schools are buying in the meantime don’t make the grade.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Previous Proof Points columns on tutoring:\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/61007/high-dosage-tutoring-is-the-best-known-strategy-for-learning-loss-recovery-is-it-actually-happening\" target=\"_blank\" rel=\"noopener\">High-dosage tutoring is the best known strategy for learning loss recovery. Is it actually happening?\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/60825/how-the-life-of-an-online-tutor-can-resemble-that-of-an-assembly-line-worker\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">How the life of an online tutor can resemble that of an assembly line worker\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://kqed.org/mindshift/60129/many-schools-are-buying-on-demand-tutoring-but-a-study-finds-that-few-students-are-using-it\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Many schools are buying on-demand tutoring but a study finds that few students are using it\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/59635/early-data-on-high-dosage-tutoring-shows-schools-are-sometimes-finding-it-tough-to-deliver-even-low-doses\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Early data on 'high-dosage' tutoring shows schools are sometimes finding it tough to deliver even low doses\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/proof-points-uncertain-evidence-for-online-tutoring/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Uncertain evidence for online tutoring\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/proof-points-research-evidence-increases-for-intensive-tutoring/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research evidence increases for intensive tutoring\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/even-older-teens-benefit-from-catch-up-classes/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Even older teens benefit from catch-up classes\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/takeaways-from-research-on-tutoring-to-address-coronavirus-learning-loss/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Takeaways from research on tutoring to address coronavirus learning loss\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/cheaper-human-tutors-can-be-highly-effective-studies-show/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Cheaper human tutors can be highly effective, studies show\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cb>Hechinger coverage of tutoring:\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/58102/how-one-district-went-all-in-on-a-tutoring-program-to-catch-kids-up\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">How one district went all-in on a tutoring program to catch kids up\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/the-science-of-catching-up/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The science of catching up\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/the-simple-intervention-that-could-lift-kids-out-of-covid-slide/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The simple intervention that could lift kids out of ‘Covid slide’\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/this-math-tutoring-program-gets-blockbuster-results-in-high-poverty-schools/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">This math tutoring program gets ‘blockbuster’ results in high-poverty schools\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cb>Related Proof Points columns on pandemic learning loss:\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/60912/federal-funds-to-combat-pandemic-learning-loss-dont-reflect-need\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Federal funds to combat pandemic learning loss don’t reflect need\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/60585/third-graders-struggling-the-most-to-recover-in-reading-after-the-pandemic\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Third graders struggling the most to recover in reading after the pandemic\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/proof-points-several-surprises-in-gloomy-naep-report/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Several surprises in gloomy NAEP report\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/proof-points-six-puzzling-questions-from-the-disastrous-naep-results/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Six puzzling questions from the disastrous NAEP results\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/proof-points-pace-of-learning-back-to-normal-during-the-2021-22-pandemic-school-year-but-student-achievement-lags-far-behind-data-shows/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Pace of learning back to normal during the 2021-22 pandemic school year but student achievement lags far behind, data shows\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/proof-points-more-studies-mark-the-pandemics-toll-on-student-achievement/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">More studies mark the pandemic’s toll on student achievement\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/proof-points-three-reports-on-student-achievement-during-the-pandemic/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Three reports on student achievement during the pandemic\u003c/span>\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-taking-stock-of-tutoring/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">tutoring research\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"High-dosage tutoring can produce gains in reading and math. Schools are looking to tutoring to help students recover from COVID-19 learning loss.\r\n","status":"publish","parent":0,"modified":1677302219,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":44,"wordCount":1961},"headData":{"title":"What we know about tutoring research and how schools are using tutoring in pandemic recovery | KQED","description":"Well before the pandemic, researchers were zeroing in on tutoring as a way to help children who were significantly behind grade level.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What we know about tutoring research and how schools are using tutoring in pandemic recovery","datePublished":"2023-02-27T11:00:11.000Z","dateModified":"2023-02-25T05:16:59.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61101/what-we-know-about-tutoring-research-and-how-schools-are-using-tutoring-in-pandemic-recovery","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Ever since the pandemic shut down schools almost three years ago, I’ve been writing about tutoring as the most promising way to help kids catch up academically. I often get questions about research on tutoring. How effective is tutoring? How many schools are doing it? How is it going so far? In this column, I’m recapping the evidence for tutoring and what we know now about pandemic tutoring. For those who want to learn more, there are links to sources throughout and at the end, a list of Hechinger Report stories on tutoring. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Well before the pandemic, researchers were zeroing in on tutoring as a way to help children who were significantly behind grade level. Remedial classes had generally been a failure, and researchers often saw disappointing results from after-school and summer school programs because students didn’t show up or didn’t want to go to school during vacation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But evidence for tutoring has been building for more than 30 years, as tutoring organizations designed reading and math programs, partnered with schools and invited in researchers. The \u003c/span>\u003ca href=\"https://www.povertyactionlab.org/tutoring\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">results\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have been striking. In almost \u003c/span>\u003ca href=\"https://www.nber.org/papers/w27476\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">100 randomized controlled trials\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, where students were randomly assigned to receive tutoring, the average gains were equivalent to moving an average child from the \u003c/span>\u003ca href=\"https://www.povertyactionlab.org/publication/transformative-potential-tutoring-pre-k-12-learning-outcomes-lessons-randomized\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">50th percentile to the 66th percentile\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In education, that’s a giant jump. One estimate equated the jump from tutoring to \u003c/span>\u003ca href=\"https://fordhaminstitute.org/national/commentary/tutoring-effective-strategy-our-troubled-times\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">five months\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of learning beyond a student’s ordinary progress in a school year. There are no magic bullets in education, but tutoring comes as close to one as you get.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What researchers mean when they say “tutoring,” however, is not what many people might imagine. It’s not provided by the kind of tutors that well-to-do families might hire for their children at home. Studies have found that sessions once or twice a week \u003c/span>\u003ca href=\"https://annenberg.brown.edu/sites/default/files/EdResearch_for_Recovery_Design_Principles_1.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">haven’t boosted achievement much\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, nor has frequent after-school homework help. Instead, tutoring produces outsized gains in reading and math when it takes place daily, using paid, well-trained tutors who are following a proven curriculum or lesson plans that are linked to what the student is learning in class. Effective tutoring sessions are scheduled during the school day, when attendance is mandatory, not after school. Researchers call it “high-dosage” or “high-impact” tutoring. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Think of it as the difference between outpatient visits and intensive care at a hospital. High-dosage tutoring is more like the latter. It’s expensive to hire and train tutors and this type of tutoring can cost schools $4,000 or more per student annually. (Surprisingly, the tutoring doesn’t have to be one-to-one; researchers have found that well-designed tutoring programs can be very effective when tutors work with two or three students.) \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Biden administration has urged schools to use their \u003c/span>\u003ca href=\"https://www.whitehouse.gov/briefing-room/statements-releases/2022/07/05/fact-sheet-biden-harris-administration-launches-national-effort-to-support-student-success/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">$122 billion in pandemic recovery funds on tutoring\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But it’s been hard for schools to launch tutoring operations. For starters, it’s tough to hire tutors amid a strong labor market when there aren’t many people looking for work and “help wanted” signs are everywhere. The logistical issues are complex: tutor training, rescheduling the school day to make time for tutoring periods, finding physical space to hold tutoring sessions and figuring out how to allow a stream of adult tutors to flow in and out of school buildings all day. There are also tough decisions, such as which students should be tutored, and which curriculums to choose. Educators have to become operations experts and build a whole new organization amid everything else they’re juggling.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So far we have spotty data on how many schools have actually implemented tutoring. Among those who have, it’s unclear how many have launched good high-dosage programs and which students are getting it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The U.S. Department of Education estimates that more than four out of five schools were offering a version of tutoring to some of their students during the 2022-23 school year, based on a \u003c/span>\u003ca href=\"https://ies.ed.gov/schoolsurvey/spp/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">December 2022 survey of 1,000 schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The majority said they were delivering “standard” tutoring, such as once a week extra-help sessions after school. Only 37 percent said they were delivering “high-dosage” tutoring. Even among the 37 percent of schools that said they were delivering high-dosage tutoring, only 30 percent of the students were receiving it. This translates into an estimate of 10 percent of public school students nationwide who are receiving high-dosage tutoring – far less than the need. In the same survey, school principals estimated that half of their students were behind grade level. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sixteen states are using $470 million of their federal pandemic recovery funds to launch large tutoring programs that will reach millions of children, according to a separate \u003c/span>\u003ca href=\"https://learning.ccsso.org/road-to-recovery-how-states-are-using-federal-relief-funding-to-scale-high-impact-tutoring\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">February 2023 report by the Council of Chief State School Officers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a group of public officials who head state education departments that oversee elementary, middle and high schools. Among them are Arkansas, Colorado, Louisiana and Tennessee. Another four states are sending more $200 million directly to families to hire their own tutors. Indiana, for example, gives families up to $1,000 per qualifying student to spend on high-impact tutoring. (Local school districts are spending much more than a total of $700 million on tutoring. The school officers’ report covers only direct state spending.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In many cases, tutoring this year is taking place virtually over screens instead of in person. Often, students are texting with tutors and not hearing or seeing one another – akin to a customer service chat session. But there are also tutoring companies that are trying to recreate an in-person tutoring experience through live video and audio. It feels more like a Zoom meeting with a shared whiteboard that both student and teacher can write on.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It remains to be seen if the outsized academic gains from in-person tutoring can be replicated online. A \u003c/span>\u003ca href=\"https://scholar.harvard.edu/mkraft/publications/online-tutoring-college-volunteers-experimental-evidence-pilot-program\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">study of low-income middle schoolers in Chicago\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was disappointing. The program was riddled with problems: poor attendance, technical glitches and slow recruitment of college student volunteers to serve as tutors. Students who were assigned tutoring didn’t catch up more than those who didn’t get that extra help. But there were some signs of hope, too. Kids who started the tutoring sooner made larger academic gains. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another \u003c/span>\u003ca href=\"https://edworkingpapers.com/ai21-350\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">pandemic study of virtual tutoring\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for low-income immigrant middle schoolers in Italy yielded good results when students received four hours a week, but much worse results when they got only two hours a week. When the hours were halved, the academic gains dropped by more than half. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Saga Education, an organization which has built an \u003c/span>\u003ca href=\"https://www.nber.org/papers/w28531?utm_campaign=ntwh&utm_medium=email&utm_source=ntwg3\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">impressive track record with in-person tutoring\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, is currently testing whether its high-dosage model works as well in the virtual world. I am eager to see their data when it comes out. Earlier this month I observed Saga’s virtual tutoring at a New York City high school, where the students sat in a classroom and connected to their algebra tutors through laptops. I noticed how much more engaged the students were with a tutor who was physically present. Many ninth graders weren’t keen to be seen on camera and angled their laptops away. It was harder to develop an easy, friendly rapport between student and tutor.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School administrators have told me that it is hard to squeeze in three or more tutoring sessions a week, or make sure that students log in when sessions are scheduled. No-shows are common.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many schools have purchased unlimited online tutoring from for-profit companies, such as Paper, Tutor.com and Varsity Tutors, where students can login anytime for homework help. Companies have marketed this voluntary 24/7 tutoring as high-dosage because, in theory, students could use it frequently. And it is much cheaper for schools; it can cost $40 per student instead of $4,000 for in-person, high-dosage tutoring. But several reports, such as \u003c/span>\u003ca href=\"https://go.boarddocs.com/vsba/fairfax/Board.nsf/files/CKQJTV4EC65A/%24file/Tutor.com%20write%20up%20%20mf.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">this one in Fairfax County, Virginia\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, find that students aren’t using it very much, and the students who need tutoring the most are the least likely to use these drop-in tutoring services. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.edworkingpapers.com/sites/default/files/ai22-654.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Efforts by researchers to increase usage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> through text nudges convinced only 27 percent of the students at one charter school chain in California to try an online tutor even once. More than 70 percent of the students never logged into the tutoring platform. Among students who needed tutoring the most because they had failed a class with a D or an F, only 12 percent ever logged on. Just 26 of the 7,000 students in the charter network used it three times or more a week, which is what researchers are recommending.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even though the services are marketed as one-to-one tutoring, some tutoring companies, such as Paper, have their tutors handling multiple students at once. Several tutors explained to me how challenging it is to juggle homework questions from different grades and different subjects simultaneously. Students sometimes have to wait patiently for their tutor to reply to a text while the tutor is texting with others. Relying on students’ homework questions, instead of using a structured tutoring curriculum, makes it hard to know if you’re teaching students the topics they need to catch up. Part of the magic of tutoring may be forming a long-term relationship with a caring adult. But tutors at several of these companies rarely see the same student twice. It’s no wonder that most students aren’t eager to log in.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even though there’s good evidence for the effectiveness of intensive tutoring, districts are struggling to build functional programs. The for-profit tutoring services many schools are buying in the meantime don’t make the grade.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Previous Proof Points columns on tutoring:\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/61007/high-dosage-tutoring-is-the-best-known-strategy-for-learning-loss-recovery-is-it-actually-happening\" target=\"_blank\" rel=\"noopener\">High-dosage tutoring is the best known strategy for learning loss recovery. Is it actually happening?\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/60825/how-the-life-of-an-online-tutor-can-resemble-that-of-an-assembly-line-worker\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">How the life of an online tutor can resemble that of an assembly line worker\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://kqed.org/mindshift/60129/many-schools-are-buying-on-demand-tutoring-but-a-study-finds-that-few-students-are-using-it\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Many schools are buying on-demand tutoring but a study finds that few students are using it\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/59635/early-data-on-high-dosage-tutoring-shows-schools-are-sometimes-finding-it-tough-to-deliver-even-low-doses\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Early data on 'high-dosage' tutoring shows schools are sometimes finding it tough to deliver even low doses\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/proof-points-uncertain-evidence-for-online-tutoring/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Uncertain evidence for online tutoring\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/proof-points-research-evidence-increases-for-intensive-tutoring/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research evidence increases for intensive tutoring\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/even-older-teens-benefit-from-catch-up-classes/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Even older teens benefit from catch-up classes\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/takeaways-from-research-on-tutoring-to-address-coronavirus-learning-loss/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Takeaways from research on tutoring to address coronavirus learning loss\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/cheaper-human-tutors-can-be-highly-effective-studies-show/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Cheaper human tutors can be highly effective, studies show\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cb>Hechinger coverage of tutoring:\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/58102/how-one-district-went-all-in-on-a-tutoring-program-to-catch-kids-up\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">How one district went all-in on a tutoring program to catch kids up\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/the-science-of-catching-up/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The science of catching up\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/the-simple-intervention-that-could-lift-kids-out-of-covid-slide/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The simple intervention that could lift kids out of ‘Covid slide’\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/this-math-tutoring-program-gets-blockbuster-results-in-high-poverty-schools/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">This math tutoring program gets ‘blockbuster’ results in high-poverty schools\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cb>Related Proof Points columns on pandemic learning loss:\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/60912/federal-funds-to-combat-pandemic-learning-loss-dont-reflect-need\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Federal funds to combat pandemic learning loss don’t reflect need\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/60585/third-graders-struggling-the-most-to-recover-in-reading-after-the-pandemic\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Third graders struggling the most to recover in reading after the pandemic\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/proof-points-several-surprises-in-gloomy-naep-report/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Several surprises in gloomy NAEP report\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/proof-points-six-puzzling-questions-from-the-disastrous-naep-results/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Six puzzling questions from the disastrous NAEP results\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/proof-points-pace-of-learning-back-to-normal-during-the-2021-22-pandemic-school-year-but-student-achievement-lags-far-behind-data-shows/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Pace of learning back to normal during the 2021-22 pandemic school year but student achievement lags far behind, data shows\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/proof-points-more-studies-mark-the-pandemics-toll-on-student-achievement/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">More studies mark the pandemic’s toll on student achievement\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/proof-points-three-reports-on-student-achievement-during-the-pandemic/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Three reports on student achievement during the pandemic\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-taking-stock-of-tutoring/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">tutoring research\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61101/what-we-know-about-tutoring-research-and-how-schools-are-using-tutoring-in-pandemic-recovery","authors":["byline_mindshift_61101"],"categories":["mindshift_21345","mindshift_21504"],"tags":["mindshift_21343","mindshift_731","mindshift_21413"],"featImg":"mindshift_61114","label":"mindshift"},"mindshift_61007":{"type":"posts","id":"mindshift_61007","meta":{"index":"posts_1591205157","site":"mindshift","id":"61007","score":null,"sort":[1676286043000]},"guestAuthors":[],"slug":"high-dosage-tutoring-is-the-best-known-strategy-for-learning-loss-recovery-is-it-actually-happening","title":"High-dosage tutoring is the best known strategy for learning loss recovery. Is it actually happening?","publishDate":1676286043,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Throughout 2022, the Biden administration urged schools to spend their $122 billion in federal recovery funds on tutoring to help students catch up from pandemic learning losses. Education Secretary Miguel Cardona said students who had fallen behind should receive at least 90 minutes of tutoring a week. Last summer, the White House put even more muscle behind the rhetoric and launched a “\u003c/span>\u003ca href=\"https://www.whitehouse.gov/briefing-room/statements-releases/2022/07/05/fact-sheet-biden-harris-administration-launches-national-effort-to-support-student-success/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">National Partnership for Student Success\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” with the goal of providing students with 250,000 more tutors over three years.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This federal tutoring campaign is based on some of the \u003c/span>\u003ca href=\"https://www.povertyactionlab.org/tutoring\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">best evidence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that education researchers have ever found for helping students who are behind grade level. What researchers have in mind, however, is not what many people might imagine. Studies have found that sessions once or twice a week \u003c/span>\u003ca href=\"https://annenberg.brown.edu/sites/default/files/EdResearch_for_Recovery_Design_Principles_1.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">haven’t boosted achievement much\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, nor has frequent after-school homework help. Instead, tutoring produces outsized gains in reading and math – making up for \u003c/span>\u003ca href=\"https://hechingerreport.org/takeaways-from-research-on-tutoring-to-address-coronavirus-learning-loss/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">five months of learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in a year by one estimate – when it takes place daily, using paid, well-trained tutors who are following a good curriculum or lesson plans that are linked to what the student is learning in class. Effective tutoring sessions are scheduled during the school day, when attendance is mandatory, not after school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Think of it as the difference between outpatient visits and intensive care at a hospital. So called “high-dosage tutoring” is more like the latter. It’s expensive to hire and train tutors and this type of tutoring can cost schools $4,000 or more per student annually. (Surprisingly, the tutoring doesn’t have to be one-to-one; researchers have found that well-designed tutoring programs can be very effective when tutors work with pairs of students or in very small groups of three.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But little is known about how many schools have actually taken up the tutoring cause. And among those who have, it’s unclear exactly what kinds of tutoring programs they have launched and which students are being tutored. The Department of Education provided some answers last week with the release of a national survey conducted in December 2022 of 1,000 schools, from elementary to high school. This \u003c/span>\u003ca href=\"https://ies.ed.gov/schoolsurvey/spp/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">School Pulse Panel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is far from an ideal survey; the slightly more than 1,000 respondents represent fewer than half of the 2,400 schools that federal authorities surveyed, and some of the responses are inconsistent and confusing. But it’s the best snapshot of the recovery that we have so far. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than four out of five schools said they were offering at least one version of tutoring this 2022-23 school year, ranging from traditional after-school homework help to intensive tutoring. But the modes varied: 37 percent said they were giving students high-dosage tutoring; 59 percent said they were administering standard tutoring; 22 percent said they were offering self–paced tutoring, and 5 percent said they were doing other types of tutoring. The numbers exceed 100 percent because some schools are offering several types of tutoring at the same time, administering different kinds to different students in different subjects. (For more details on how each mode of tutoring was defined, here is that \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/02/Tutoring-modes-survey.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">question in the survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.)\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tutoring is an expensive catch-up strategy and not every student in each school gets it. Even among the 37 percent of schools that said they were delivering high-dosage tutoring, only 30 percent of their students were receiving it. This translates into an estimate of 10 percent of public school students nationwide who are receiving high-dosage tutoring. Most schools said they were relying on diagnostic assessments and teacher referrals to determine which students were the most behind and should be assigned high-dosage tutoring, but some were also giving it to children whose parents had requested it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Greater numbers of students nationwide were estimated to be receiving standard tutoring (14 percent) and self-paced tutoring (19 percent), both of which are much less costly to implement, but do not have as strong an evidence base. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It remains unclear how much of the tutoring takes place in person and how much is delivered online. Self-paced tutoring is conducted through online software that mixes instruction with practice questions. But both standard and high-dosage tutoring can be done in-person or virtually. And both can be conducted during the school day or after school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many schools have purchased unlimited online tutoring from for-profit companies, such as Paper, Tutor.com and Varsity Tutors, where students can login anytime for homework help. Companies have marketed this voluntary 24/7 tutoring as high-dosage because, in theory, students could use it frequently. Rachel Hansen, a statistician at the National Center for Education Statistics who oversees the survey, said it’s possible that some schools believed their unlimited online tutoring services were a version of high-dosage tutoring and checked that box on the survey, even though it does not meet the Department of Education’s \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/02/Tutoring-modes-survey.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">definition of high dosage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. I wonder if far fewer than 10 percent of students are actually getting high-quality tutoring three times or more per week.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another reason to be cautious about this data is that 13 percent of the schools that were offering high-dosage tutoring also said that their students were receiving it only once or twice a week. That is below the survey’s definition of high-dosage tutoring, which is supposed to take place at least three times a week.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Institute of Education Sciences, the research and data unit inside the Department of Education, launched the \u003c/span>\u003ca href=\"https://ies.ed.gov/schoolsurvey/spp/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">School Pulse Panel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> during the pandemic to track how teaching and learning is changing. Each month, the survey focuses on a different topic, from remote instruction and quarantines to learning lags. This December survey focused on tutoring and it is the final survey for this group of 2,400 schools during the 2022-23 school year. The department plans to begin surveying a new cohort of schools in the fall of 2023. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One thing from the current survey that’s clear is that principals believe half of the students in their schools – 49 percent – were behind grade level, far higher than before the pandemic, when 36 percent were behind. Even if effective tutoring really is reaching 10 percent of students (which I doubt), it doesn’t come close to reaching all students who need help.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-new-federal-survey-estimates-one-out-of-10-public-school-students-get-high-dosage-tutoring/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">high-dosage tutoring\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"A new federal survey estimates that one out of 10 public school students receives high-dosage tutoring.","status":"publish","parent":0,"modified":1677289200,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":1130},"headData":{"title":"High-dosage tutoring is the best known strategy for learning loss recovery. Is it actually happening? | KQED","description":"A new federal survey estimates that one out of 10 public school students receives high-dosage tutoring.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"High-dosage tutoring is the best known strategy for learning loss recovery. Is it actually happening?","datePublished":"2023-02-13T11:00:43.000Z","dateModified":"2023-02-25T01:40:00.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61007/high-dosage-tutoring-is-the-best-known-strategy-for-learning-loss-recovery-is-it-actually-happening","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Throughout 2022, the Biden administration urged schools to spend their $122 billion in federal recovery funds on tutoring to help students catch up from pandemic learning losses. Education Secretary Miguel Cardona said students who had fallen behind should receive at least 90 minutes of tutoring a week. Last summer, the White House put even more muscle behind the rhetoric and launched a “\u003c/span>\u003ca href=\"https://www.whitehouse.gov/briefing-room/statements-releases/2022/07/05/fact-sheet-biden-harris-administration-launches-national-effort-to-support-student-success/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">National Partnership for Student Success\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” with the goal of providing students with 250,000 more tutors over three years.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This federal tutoring campaign is based on some of the \u003c/span>\u003ca href=\"https://www.povertyactionlab.org/tutoring\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">best evidence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that education researchers have ever found for helping students who are behind grade level. What researchers have in mind, however, is not what many people might imagine. Studies have found that sessions once or twice a week \u003c/span>\u003ca href=\"https://annenberg.brown.edu/sites/default/files/EdResearch_for_Recovery_Design_Principles_1.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">haven’t boosted achievement much\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, nor has frequent after-school homework help. Instead, tutoring produces outsized gains in reading and math – making up for \u003c/span>\u003ca href=\"https://hechingerreport.org/takeaways-from-research-on-tutoring-to-address-coronavirus-learning-loss/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">five months of learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in a year by one estimate – when it takes place daily, using paid, well-trained tutors who are following a good curriculum or lesson plans that are linked to what the student is learning in class. Effective tutoring sessions are scheduled during the school day, when attendance is mandatory, not after school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Think of it as the difference between outpatient visits and intensive care at a hospital. So called “high-dosage tutoring” is more like the latter. It’s expensive to hire and train tutors and this type of tutoring can cost schools $4,000 or more per student annually. (Surprisingly, the tutoring doesn’t have to be one-to-one; researchers have found that well-designed tutoring programs can be very effective when tutors work with pairs of students or in very small groups of three.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But little is known about how many schools have actually taken up the tutoring cause. And among those who have, it’s unclear exactly what kinds of tutoring programs they have launched and which students are being tutored. The Department of Education provided some answers last week with the release of a national survey conducted in December 2022 of 1,000 schools, from elementary to high school. This \u003c/span>\u003ca href=\"https://ies.ed.gov/schoolsurvey/spp/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">School Pulse Panel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is far from an ideal survey; the slightly more than 1,000 respondents represent fewer than half of the 2,400 schools that federal authorities surveyed, and some of the responses are inconsistent and confusing. But it’s the best snapshot of the recovery that we have so far. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than four out of five schools said they were offering at least one version of tutoring this 2022-23 school year, ranging from traditional after-school homework help to intensive tutoring. But the modes varied: 37 percent said they were giving students high-dosage tutoring; 59 percent said they were administering standard tutoring; 22 percent said they were offering self–paced tutoring, and 5 percent said they were doing other types of tutoring. The numbers exceed 100 percent because some schools are offering several types of tutoring at the same time, administering different kinds to different students in different subjects. (For more details on how each mode of tutoring was defined, here is that \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/02/Tutoring-modes-survey.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">question in the survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.)\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tutoring is an expensive catch-up strategy and not every student in each school gets it. Even among the 37 percent of schools that said they were delivering high-dosage tutoring, only 30 percent of their students were receiving it. This translates into an estimate of 10 percent of public school students nationwide who are receiving high-dosage tutoring. Most schools said they were relying on diagnostic assessments and teacher referrals to determine which students were the most behind and should be assigned high-dosage tutoring, but some were also giving it to children whose parents had requested it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Greater numbers of students nationwide were estimated to be receiving standard tutoring (14 percent) and self-paced tutoring (19 percent), both of which are much less costly to implement, but do not have as strong an evidence base. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It remains unclear how much of the tutoring takes place in person and how much is delivered online. Self-paced tutoring is conducted through online software that mixes instruction with practice questions. But both standard and high-dosage tutoring can be done in-person or virtually. And both can be conducted during the school day or after school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many schools have purchased unlimited online tutoring from for-profit companies, such as Paper, Tutor.com and Varsity Tutors, where students can login anytime for homework help. Companies have marketed this voluntary 24/7 tutoring as high-dosage because, in theory, students could use it frequently. Rachel Hansen, a statistician at the National Center for Education Statistics who oversees the survey, said it’s possible that some schools believed their unlimited online tutoring services were a version of high-dosage tutoring and checked that box on the survey, even though it does not meet the Department of Education’s \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/02/Tutoring-modes-survey.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">definition of high dosage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. I wonder if far fewer than 10 percent of students are actually getting high-quality tutoring three times or more per week.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another reason to be cautious about this data is that 13 percent of the schools that were offering high-dosage tutoring also said that their students were receiving it only once or twice a week. That is below the survey’s definition of high-dosage tutoring, which is supposed to take place at least three times a week.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Institute of Education Sciences, the research and data unit inside the Department of Education, launched the \u003c/span>\u003ca href=\"https://ies.ed.gov/schoolsurvey/spp/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">School Pulse Panel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> during the pandemic to track how teaching and learning is changing. Each month, the survey focuses on a different topic, from remote instruction and quarantines to learning lags. This December survey focused on tutoring and it is the final survey for this group of 2,400 schools during the 2022-23 school year. The department plans to begin surveying a new cohort of schools in the fall of 2023. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One thing from the current survey that’s clear is that principals believe half of the students in their schools – 49 percent – were behind grade level, far higher than before the pandemic, when 36 percent were behind. Even if effective tutoring really is reaching 10 percent of students (which I doubt), it doesn’t come close to reaching all students who need help.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-new-federal-survey-estimates-one-out-of-10-public-school-students-get-high-dosage-tutoring/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">high-dosage tutoring\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61007/high-dosage-tutoring-is-the-best-known-strategy-for-learning-loss-recovery-is-it-actually-happening","authors":["byline_mindshift_61007"],"categories":["mindshift_21345","mindshift_21504"],"tags":["mindshift_731","mindshift_21413"],"featImg":"mindshift_61010","label":"mindshift"},"mindshift_60825":{"type":"posts","id":"mindshift_60825","meta":{"index":"posts_1591205157","site":"mindshift","id":"60825","score":null,"sort":[1673953233000]},"guestAuthors":[],"slug":"how-the-life-of-an-online-tutor-can-resemble-that-of-an-assembly-line-worker","title":"How the life of an online tutor can resemble that of an assembly line worker","publishDate":1673953233,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Leo Salvatore graduated from college in May 2022 and dreams of becoming a philosopher. While he applies to graduate school, the affable 23-year-old holds a part-time job that barely existed before the pandemic: online tutor. From his home in Baltimore, Maryland, Salvatore logs in for one of his four-hour shifts three times a week and earns $20.25 an hour. Often, he has two or three students in different grades simultaneously text chatting with him about different homework assignments. It might be a fourth grader in Los Angeles struggling with English, an eighth grader in Palm Beach, Florida, asking about history and a 10th grader in Las Vegas needing help with French verb conjugations.\u003c/p>\n\u003cp>“It can be overwhelming,” Salvatore said in an interview, describing his life as an online tutor in the time of coronavirus.\u003c/p>\n\u003cp>A couple of times, Salvatore recalled, he tutored as many as seven students at once. Keeping track of students’ questions and chatting with them in real time can feel more like being a short-order cook during the breakfast rush than an educator. At least his commute to work is great.\u003c/p>\n\u003cp>Salvatore’s employer is Paper, which is based in Montreal, Canada and says it is the largest online tutoring company in the United States. The company is fueled by more than $120 billion that Uncle Sam has pumped into educational recovery after the pandemic, when students lost months of instruction and fell behind. Schools are required to spend at least 20% of these federal funds on academic catch up programs for students, and the U.S. Department of Education is encouraging schools to use “high dosage tutoring,” which has produced impressive learning gains in rigorous studies where students work closely with an in-person tutor every day using prepared lessons.\u003c/p>\n\u003cp>Paper has had impressive success marketing its online model of tutoring as a version of high dosage tutoring. Students at schools that pay Paper between $40 and $80 per pupil are entitled to unlimited on-demand tutoring at any hour of the day. More than 300 school districts across the country, serving more than 3 million students, have bought it. Paper has also landed statewide deals with Mississippi, New Mexico and Tennessee, serving millions more students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The company has hired 3,000 tutors — and says that only 4% of those who apply make the cut. Its tutors all have a college degree or are completing college and have at least a year of experience teaching or tutoring.\u003c/p>\n\u003cp>“Education and experience aside, what we are looking for in our tutors is their ability to approach our students with warmth, positivity and patience, while being able to adapt to each student’s unique needs,” said Philip Cutler, Paper’s CEO, in an emailed statement.\u003c/p>\n\u003cp>As Paper has grown, so have its services. In addition to unlimited homework help, its tutors give feedback on essays that students upload. Salvatore is spending most of his time on these lately. The pace is grueling. The company expects him to review an essay of 500 words in 20-25 minutes, and gives him only slightly longer, 35 minutes, for 750 words. During that time, tutors are supposed to not only read but also write a paragraph of overall comments, highlighting strengths and weaknesses, plus make five specific notes per page.\u003c/p>\n\u003cp>“It’s challenging,” said Salvatore. “We get lots of topics. Sometimes I go from an essay about George Bush’s speech after 9/11, to an essay about Lord of the Flies and Piggy’s demise. So it’s also kind of a brainstorm – in the negative sense.”\u003c/p>\n\u003cp>Nonetheless, Salvatore says he enjoys the work. Reviewing essays has helped him improve his own writing. “It’s very fulfilling and, I hope, also helpful,” he said.\u003c/p>\n\u003cp>Salvatore was born in Italy and immigrated to the United States when he was 15 in 2014. He has a flair for languages and worked as a part-time French tutor in college at Soka University of America in Orange County, California. There, he tutored fellow undergraduates the old-fashioned way, in person, in the library.\u003c/p>\n\u003cp>Then, in the spring of 2020 when the pandemic erupted, Soka sent students home. Salvatore moved in with his mom in Brooklyn, New York. An elementary school teacher, she was suddenly teaching five-year-olds online.\u003c/p>\n\u003cp>“She was Zooming every day with these little kids in their homes, with some of them with parents behind them, some of them alone,” said Salvatore. “It was a very serious situation. I remember witnessing all that firsthand. It was pretty intense.”\u003c/p>\n\u003cp>Back on campus during his senior year in January 2022, Salvatore noticed a recruiting ad on LinkedIn for online tutors with Paper. Given his experience as a tutor and the memory of watching his mom struggle with children on Zoom, he was inspired to help and applied. He said he passed a test for job applicants, clicked his way through a short e-learning training module and was directly tutoring students within a month.\u003c/p>\n\u003cp>The first few weeks were nerve-racking, he said, while he got the hang of keeping students engaged and thinking what to type next in the chat screen. “I remember I was panicking,” he said. “I think the training had been somewhat effective. But when you’re facing the screen in the first couple of sessions, at least for me, all the concepts can flow away.”\u003c/p>\n\u003cp>Salvatore has deep-set eyes, close shaven hair and a trim dark brown beard. When I interviewed him on Zoom in December 2022, he exuded the inner calm of a yoga instructor. But his students never see his face or hear his voice. On the Paper website where students and tutors connect, there is no video or audio. The only communication is through text chatting and a whiteboard where students and tutors can draw and write numbers.\u003c/p>\n\u003cp>Paper tutors are trained not to give students the answers, but to use the Socratic method to help students find the answers themselves. When a student shares a homework problem, Salvatore begins by asking what the student already knows. “Do you have any resources that you looked at in class? And from there, I would say, well, let’s look at some examples,” he said.\u003c/p>\n\u003cp>Direct teaching “from scratch,” he said, is discouraged. But Salvatore is finding that so many students lack basic background knowledge that he sometimes teaches a mini lesson from instructional materials that he discovers online.\u003c/p>\n\u003cp>By contrast, the kind of high dosage tutoring that’s shown great results in studies includes structured lesson plans. Tutors aren’t making it up on the fly. The same tutor meets with the same student at least three times a week. In the year that Salvatore worked as an online tutor, he says he’s only met with the same student twice a handful of times. Each was by chance.\u003c/p>\n\u003cp>I was surprised to learn that tutors are frequently handling multiple students at once, even though the service is marketed as one-to-one tutoring. An algorithm matches students with a tutor within 30 seconds, according to the company’s marketing materials, with no scheduling required. Salvatore doesn’t tutor math, for example, so he wouldn’t be matched with a student who has an algebra question. Even if all the tutors are busy, the algorithm will keep adding students who log in to the system into each tutor’s screen. The tutor toggles among them, but all the student sees is a photograph of his or her one tutor, not the other students. Students may have no idea that their tutor is helping others, too.\u003c/p>\n\u003cp>It’s similar to text chatting with a customer service representative online. You get your individual question answered, but behind the scenes, the representative is chatting with several customers at once. Often customers wait several minutes between questions and replies. That can happen with online tutoring too. I watched one video of a tutoring session, where it seemed to take 30 seconds or more for the tutor to reply to each text that a student typed. I was impatient just watching it.\u003c/p>\n\u003cp>Students can log in any time of day, but tutors aren’t expected to be on call at all hours. Tutors submit their availability to Paper and an algorithm determines the schedule, based on expected student demand. Salvatore has never requested a 3 a.m. graveyard shift. “No, I like my sleep schedule,” he said.\u003c/p>\n\u003cp>The research critique of this kind of 24/7 online tutoring is that \u003ca href=\"https://www.kqed.org/mindshift/60129/many-schools-are-buying-on-demand-tutoring-but-a-study-finds-that-few-students-are-using-it\" target=\"_blank\" rel=\"noopener noreferrer\">very few students are motivated to take advantage of it\u003c/a>. Fewer than 30% of students even tried it once in one study and students who used it regularly, as recommended, were rare. Researchers say it’s not reaching the students who need tutoring the most; the students at risk of failing were the least likely to try it.\u003c/p>\n\u003cp>Salvatore is just one of 3,000 online tutors employed by Paper. Others may have different experiences. But dozens of tutors describe \u003ca href=\"https://www.reddit.com/r/Paper_Tutors/comments/ujqf2h/rpaper_tutors_lounge/\" target=\"_blank\" rel=\"noopener noreferrer\">similar stories on a Reddit discussion board\u003c/a>, complaining about time constraints and low pay. (Starting wages were recently increased to $18 an hour.) Some disgruntled tutors describe a sweatshop-like atmosphere where tutors quickly burn out and are fired.\u003c/p>\n\u003cp>Salvatore is not disgruntled, but his experience shows the pressures that online tutors are operating under, and make it seem unlikely that quick homework help like this can effectively help students fill large holes of instruction that they missed.\u003c/p>\n\u003cp>Not all online tutoring companies are the same. Some like Paper focus on drop-in homework help, but others make an effort to replicate an in-person tutoring experience over video with certified teachers or specially trained tutors in frequent, scheduled sessions. That model is far more expensive to deliver, and I plan to continue writing about the \u003ca href=\"https://hechingerreport.org/proof-points-uncertain-evidence-for-online-tutoring/\" target=\"_blank\" rel=\"noopener noreferrer\">experiences of these kinds of tutors\u003c/a> too.\u003c/p>\n\u003cp>Salvatore is also interested in exploring other types of tutoring. He misses the camaraderie that developed when he was an in-person tutor. “The more I did it,” he said, “the more I realized that it was a very, very meaningful way to help people, with their academics, but also to connect with them and have a conversation and make learning a bit more informal and fun.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about an \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-the-life-of-an-online-tutor-can-resemble-that-of-an-assembly-line-worker/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>online tutor\u003c/em>\u003c/a>\u003cem> was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Many schools are turning to online tutoring to help with recovery from learning loss during the COVID-19 pandemic. But time pressures and multi-tasking raise questions about the effectiveness of on-demand tutoring.","status":"publish","parent":0,"modified":1673666455,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":1803},"headData":{"title":"How the life of an online tutor can resemble that of an assembly line worker - MindShift","description":"Time pressures and multi-tasking raise questions about the effectiveness of on-demand tutoring.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How the life of an online tutor can resemble that of an assembly line worker","datePublished":"2023-01-17T11:00:33.000Z","dateModified":"2023-01-14T03:20:55.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/60825/how-the-life-of-an-online-tutor-can-resemble-that-of-an-assembly-line-worker","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Leo Salvatore graduated from college in May 2022 and dreams of becoming a philosopher. While he applies to graduate school, the affable 23-year-old holds a part-time job that barely existed before the pandemic: online tutor. From his home in Baltimore, Maryland, Salvatore logs in for one of his four-hour shifts three times a week and earns $20.25 an hour. Often, he has two or three students in different grades simultaneously text chatting with him about different homework assignments. It might be a fourth grader in Los Angeles struggling with English, an eighth grader in Palm Beach, Florida, asking about history and a 10th grader in Las Vegas needing help with French verb conjugations.\u003c/p>\n\u003cp>“It can be overwhelming,” Salvatore said in an interview, describing his life as an online tutor in the time of coronavirus.\u003c/p>\n\u003cp>A couple of times, Salvatore recalled, he tutored as many as seven students at once. Keeping track of students’ questions and chatting with them in real time can feel more like being a short-order cook during the breakfast rush than an educator. At least his commute to work is great.\u003c/p>\n\u003cp>Salvatore’s employer is Paper, which is based in Montreal, Canada and says it is the largest online tutoring company in the United States. The company is fueled by more than $120 billion that Uncle Sam has pumped into educational recovery after the pandemic, when students lost months of instruction and fell behind. Schools are required to spend at least 20% of these federal funds on academic catch up programs for students, and the U.S. Department of Education is encouraging schools to use “high dosage tutoring,” which has produced impressive learning gains in rigorous studies where students work closely with an in-person tutor every day using prepared lessons.\u003c/p>\n\u003cp>Paper has had impressive success marketing its online model of tutoring as a version of high dosage tutoring. Students at schools that pay Paper between $40 and $80 per pupil are entitled to unlimited on-demand tutoring at any hour of the day. More than 300 school districts across the country, serving more than 3 million students, have bought it. Paper has also landed statewide deals with Mississippi, New Mexico and Tennessee, serving millions more students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The company has hired 3,000 tutors — and says that only 4% of those who apply make the cut. Its tutors all have a college degree or are completing college and have at least a year of experience teaching or tutoring.\u003c/p>\n\u003cp>“Education and experience aside, what we are looking for in our tutors is their ability to approach our students with warmth, positivity and patience, while being able to adapt to each student’s unique needs,” said Philip Cutler, Paper’s CEO, in an emailed statement.\u003c/p>\n\u003cp>As Paper has grown, so have its services. In addition to unlimited homework help, its tutors give feedback on essays that students upload. Salvatore is spending most of his time on these lately. The pace is grueling. The company expects him to review an essay of 500 words in 20-25 minutes, and gives him only slightly longer, 35 minutes, for 750 words. During that time, tutors are supposed to not only read but also write a paragraph of overall comments, highlighting strengths and weaknesses, plus make five specific notes per page.\u003c/p>\n\u003cp>“It’s challenging,” said Salvatore. “We get lots of topics. Sometimes I go from an essay about George Bush’s speech after 9/11, to an essay about Lord of the Flies and Piggy’s demise. So it’s also kind of a brainstorm – in the negative sense.”\u003c/p>\n\u003cp>Nonetheless, Salvatore says he enjoys the work. Reviewing essays has helped him improve his own writing. “It’s very fulfilling and, I hope, also helpful,” he said.\u003c/p>\n\u003cp>Salvatore was born in Italy and immigrated to the United States when he was 15 in 2014. He has a flair for languages and worked as a part-time French tutor in college at Soka University of America in Orange County, California. There, he tutored fellow undergraduates the old-fashioned way, in person, in the library.\u003c/p>\n\u003cp>Then, in the spring of 2020 when the pandemic erupted, Soka sent students home. Salvatore moved in with his mom in Brooklyn, New York. An elementary school teacher, she was suddenly teaching five-year-olds online.\u003c/p>\n\u003cp>“She was Zooming every day with these little kids in their homes, with some of them with parents behind them, some of them alone,” said Salvatore. “It was a very serious situation. I remember witnessing all that firsthand. It was pretty intense.”\u003c/p>\n\u003cp>Back on campus during his senior year in January 2022, Salvatore noticed a recruiting ad on LinkedIn for online tutors with Paper. Given his experience as a tutor and the memory of watching his mom struggle with children on Zoom, he was inspired to help and applied. He said he passed a test for job applicants, clicked his way through a short e-learning training module and was directly tutoring students within a month.\u003c/p>\n\u003cp>The first few weeks were nerve-racking, he said, while he got the hang of keeping students engaged and thinking what to type next in the chat screen. “I remember I was panicking,” he said. “I think the training had been somewhat effective. But when you’re facing the screen in the first couple of sessions, at least for me, all the concepts can flow away.”\u003c/p>\n\u003cp>Salvatore has deep-set eyes, close shaven hair and a trim dark brown beard. When I interviewed him on Zoom in December 2022, he exuded the inner calm of a yoga instructor. But his students never see his face or hear his voice. On the Paper website where students and tutors connect, there is no video or audio. The only communication is through text chatting and a whiteboard where students and tutors can draw and write numbers.\u003c/p>\n\u003cp>Paper tutors are trained not to give students the answers, but to use the Socratic method to help students find the answers themselves. When a student shares a homework problem, Salvatore begins by asking what the student already knows. “Do you have any resources that you looked at in class? And from there, I would say, well, let’s look at some examples,” he said.\u003c/p>\n\u003cp>Direct teaching “from scratch,” he said, is discouraged. But Salvatore is finding that so many students lack basic background knowledge that he sometimes teaches a mini lesson from instructional materials that he discovers online.\u003c/p>\n\u003cp>By contrast, the kind of high dosage tutoring that’s shown great results in studies includes structured lesson plans. Tutors aren’t making it up on the fly. The same tutor meets with the same student at least three times a week. In the year that Salvatore worked as an online tutor, he says he’s only met with the same student twice a handful of times. Each was by chance.\u003c/p>\n\u003cp>I was surprised to learn that tutors are frequently handling multiple students at once, even though the service is marketed as one-to-one tutoring. An algorithm matches students with a tutor within 30 seconds, according to the company’s marketing materials, with no scheduling required. Salvatore doesn’t tutor math, for example, so he wouldn’t be matched with a student who has an algebra question. Even if all the tutors are busy, the algorithm will keep adding students who log in to the system into each tutor’s screen. The tutor toggles among them, but all the student sees is a photograph of his or her one tutor, not the other students. Students may have no idea that their tutor is helping others, too.\u003c/p>\n\u003cp>It’s similar to text chatting with a customer service representative online. You get your individual question answered, but behind the scenes, the representative is chatting with several customers at once. Often customers wait several minutes between questions and replies. That can happen with online tutoring too. I watched one video of a tutoring session, where it seemed to take 30 seconds or more for the tutor to reply to each text that a student typed. I was impatient just watching it.\u003c/p>\n\u003cp>Students can log in any time of day, but tutors aren’t expected to be on call at all hours. Tutors submit their availability to Paper and an algorithm determines the schedule, based on expected student demand. Salvatore has never requested a 3 a.m. graveyard shift. “No, I like my sleep schedule,” he said.\u003c/p>\n\u003cp>The research critique of this kind of 24/7 online tutoring is that \u003ca href=\"https://www.kqed.org/mindshift/60129/many-schools-are-buying-on-demand-tutoring-but-a-study-finds-that-few-students-are-using-it\" target=\"_blank\" rel=\"noopener noreferrer\">very few students are motivated to take advantage of it\u003c/a>. Fewer than 30% of students even tried it once in one study and students who used it regularly, as recommended, were rare. Researchers say it’s not reaching the students who need tutoring the most; the students at risk of failing were the least likely to try it.\u003c/p>\n\u003cp>Salvatore is just one of 3,000 online tutors employed by Paper. Others may have different experiences. But dozens of tutors describe \u003ca href=\"https://www.reddit.com/r/Paper_Tutors/comments/ujqf2h/rpaper_tutors_lounge/\" target=\"_blank\" rel=\"noopener noreferrer\">similar stories on a Reddit discussion board\u003c/a>, complaining about time constraints and low pay. (Starting wages were recently increased to $18 an hour.) Some disgruntled tutors describe a sweatshop-like atmosphere where tutors quickly burn out and are fired.\u003c/p>\n\u003cp>Salvatore is not disgruntled, but his experience shows the pressures that online tutors are operating under, and make it seem unlikely that quick homework help like this can effectively help students fill large holes of instruction that they missed.\u003c/p>\n\u003cp>Not all online tutoring companies are the same. Some like Paper focus on drop-in homework help, but others make an effort to replicate an in-person tutoring experience over video with certified teachers or specially trained tutors in frequent, scheduled sessions. That model is far more expensive to deliver, and I plan to continue writing about the \u003ca href=\"https://hechingerreport.org/proof-points-uncertain-evidence-for-online-tutoring/\" target=\"_blank\" rel=\"noopener noreferrer\">experiences of these kinds of tutors\u003c/a> too.\u003c/p>\n\u003cp>Salvatore is also interested in exploring other types of tutoring. He misses the camaraderie that developed when he was an in-person tutor. “The more I did it,” he said, “the more I realized that it was a very, very meaningful way to help people, with their academics, but also to connect with them and have a conversation and make learning a bit more informal and fun.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about an \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-the-life-of-an-online-tutor-can-resemble-that-of-an-assembly-line-worker/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>online tutor\u003c/em>\u003c/a>\u003cem> was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60825/how-the-life-of-an-online-tutor-can-resemble-that-of-an-assembly-line-worker","authors":["byline_mindshift_60825"],"categories":["mindshift_21345","mindshift_193"],"tags":["mindshift_21343","mindshift_731","mindshift_21413"],"featImg":"mindshift_60831","label":"mindshift"},"mindshift_60129":{"type":"posts","id":"mindshift_60129","meta":{"index":"posts_1591205157","site":"mindshift","id":"60129","score":null,"sort":[1667832292000]},"guestAuthors":[],"slug":"many-schools-are-buying-on-demand-tutoring-but-a-study-finds-that-few-students-are-using-it","title":"Many schools are buying on-demand tutoring but a study finds that few students are using it","publishDate":1667832292,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>In the fall of 2020, educators at Aspire Public Schools – a network of 36 charter schools in California that are privately run but taxpayer funded – were worried. As with other schools around the country, pandemic era learning wasn’t going smoothly. Many of its 7,000 middle and high schoolers, mostly Hispanic and low-income, were struggling in their studies and course failure rates had spiked.\u003c/p>\n\u003cp>Like hundreds of school districts, Aspire purchased an online tutoring service for the spring of 2021 to help these students. Students could log in to the tutoring service, called \u003ca href=\"https://paper.co/\">Paper\u003c/a>, whenever they wanted, 24 hours a day, seven days a week, and connect with a tutor to help with schoolwork in any subject. There was no video or audio, but students could text chat with a human tutor and work together on a virtual whiteboard and share documents. The tutoring was free to students no matter how much they used it.\u003c/p>\n\u003cp>The nonprofit charter school network also invited a team of university researchers to study whether the online tutoring service was helping students. The results were disheartening for those who hope that on-demand tutoring might be an effective way to help students catch up. (Researchers agreed not to disclose the name of the tutoring company in the study, but Aspire has been public about its \u003ca href=\"https://aspirepublicschools.org/aspire-launches-partnership-to-provide-unlimited-virtual-tutoring-for-all-secondary-students/\">2021 tutoring deal with the Montreal-based tutoring giant Paper\u003c/a>, also known as Paper Education Company Inc.)\u003c/p>\n\u003cp>The researchers, from Brown University and the University of California, Irvine, tried three different ways of engaging students. But no matter what they tried, a majority of students never used the tutoring service. Even their most successful effort, which involved nudging both parents and students with frequent text messages and emails, convinced only 27 percent of the students to try an online tutor at least once. More than 70 percent of the students never tried it. Without the nudges, only 19 percent of the students connected with an online tutor. And, among the students who needed tutoring the most because they had failed a class with a D or an F in the fall of 2020, only 12 percent ever logged on. Students who were doing well at school and not at risk of failure were twice as likely to take advantage of the free tutoring.\u003c/p>\n\u003cp>“Take-up remained low,” the researchers wrote, in an October 2022 working paper of the Annenberg Institute for School Reform at Brown University, titled “\u003ca href=\"https://www.edworkingpapers.com/sites/default/files/ai22-654.pdf\">The inequity of opt-in educational resources and an intervention to increase equitable access\u003c/a>.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The real key takeaway from the study,” said lead researcher Carly Robinson, is that just telling students about a tutoring service isn’t enough to make them use it. “And it happens even less for those students who we think probably need it the most,” said Robinson, a postdoctoral research associate at Brown University’s Annenberg Institute and a researcher at the \u003ca href=\"https://studentsupportaccelerator.com/about\">National Student Support Accelerator\u003c/a>, which is promoting the use of evidence-based tutoring at schools.\u003c/p>\n\u003cp>The students who did log in typically had no more than four tutoring sessions during the entire spring term. Only 26 of the 7,000 students used it three times or more a week, which is what experts are recommending. One student was a power user, logging on 168 times.\u003c/p>\n\u003cp>It’s unclear how much this optional tutoring helped students academically. Fewer students in the group that used the tutoring the most failed classes. Fifty-nine percent of the students who were nudged (along with their parents) passed all their courses without any Ds or Fs compared to 55 percent of the students who weren’t nudged to use the tutoring. Still, even with the availability of tutoring and the reminders, more than 40 percent of the students failed at least one class.\u003c/p>\n\u003cp>Students in the nudged group didn’t get higher grades than students in the control group who were not nudged. In both groups, the students who took advantage of at least one tutoring session did get better grades than those who never had a tutoring session. Math grades, for example, were more than a letter grade higher – an A versus a B minus. But researchers emphasized that’s not proof that the tutoring made the difference. It’s quite likely that students who were motivated to try a tutoring session were generally more motivated students and would have had higher grades regardless.\u003c/p>\n\u003cp>Schools are required to spend 20 percent of their $122 billion in federal pandemic recovery funds on helping students catch up academically. Education researchers and the U.S. Department of Education are calling for schools to set up tutoring programs, especially for the weakest students who fell the most behind during the pandemic. Strong scientific \u003ca href=\"https://hechingerreport.org/proof-points-research-evidence-increases-for-intensive-tutoring/\">evidence of academic gains\u003c/a> has come from a specific type of intensive tutoring that takes place three or more times a week and is often referred to as “\u003ca href=\"https://annenberg.brown.edu/sites/default/files/EdResearch_for_Recovery_Design_Principles_1.pdf\">high dosage\u003c/a>.” Hallmarks of the proven programs are not just frequency, but working in-person with tutors using clear lesson plans, rather than merely helping with homework. And the sessions are scheduled during school hours, when attendance is required.\u003c/p>\n\u003cp>“Good tutoring also means working with the same tutor over time and building a relationship, which isn’t usually possible with an on-demand sort of support,” said Amanda Neitzel, assistant professor at the Center for Research and Reform in Education at Johns Hopkins University and research director for ProvenTutoring, a coalition of organizations that provide evidence-based tutoring programs.\u003c/p>\n\u003cp>Neitzel advises schools not to spend their pandemic recovery money on 24/7 online tutoring. “I think in most cases, no,” she said. “There is very little evidence to support this, and plenty of better alternatives.”\u003c/p>\n\u003cp>Several online tutoring companies have been marketing their 24/7 tutoring services to schools as “high dosage.” Paper has a \u003ca href=\"https://paper.co/resources/the-k-12-guide-to-high-dosage-tutoring\">webpage devoted to “high dosage”\u003c/a> tutoring, correctly explaining the model that researchers are advocating, while presenting online products as “newer, more scalable high-dosage tutoring models.” Business has exploded since the pandemic hit. Paper currently has tutoring contracts with 300 school districts around the country, including Las Vegas, Boston and Atlanta, and statewide deals with Mississippi and Tennessee.\u003c/p>\n\u003cp>Paper was also the vendor of the online tutoring services in the California study. The company said that it “fully” agrees with the study’s findings and acknowledges that it needed to improve the usage rates of its tutoring services. Paper says that it has since adopted many changes to boost the number of students who log in. Younger students can now record their voices instead of text chatting, for example. And it says that nominating teachers who can “champion” their product in the district and share best practices has been effective in driving more use. However, Paper declined to disclose what it’s current usage rates are.\u003c/p>\n\u003cp>In an interview, Paper’s CEO Philip Cutler described his firm’s on-demand tutoring as an “enhanced” version of “high- dosage” tutoring. Better? Yes, he said, because it can serve more students.\u003c/p>\n\u003cp>“You need to show that there’s results,” said Cutler. He said that the kind of intensive tutoring that researchers are recommending is “valuable” but it can serve only “a handful of students.” “It doesn’t move the needle nationally,” he said.\u003c/p>\n\u003cp>Research-backed tutoring programs, by contrast, are difficult for schools to manage, from hiring and training tutors to finding classroom space for the tutoring sessions and rescheduling the school day to make time for it. It’s much easier for school leaders to pay for an online tutoring service that takes place outside the school walls.\u003c/p>\n\u003cp>Cutler admitted that he cannot yet point to proven results for his on-demand tutoring. He’s currently working with independent researchers at \u003ca href=\"https://learnplatform.com/our-team\">Learn Platform\u003c/a> and McGill University to evaluate his product.\u003c/p>\n\u003cp>At first glance, on-demand online tutoring would seem to be more economical. Cutler said his company charges a flat fee of $40 to $80 per student, depending on the size of the school district, regardless of hours used or how many students log in. By contrast, evidence-based high-dosage tutoring can run $4,000 per student for the year. However, given the low usage seen in the California study, per-hour costs can be similar. (Here’s my back-of-the-envelope math: If a 10,000-student district pays $400,000, but only 20 percent of the students log in for four half-hour sessions each, then the district could end up paying $100 an hour for tutoring.).\u003c/p>\n\u003cp>One influential educator has some advice for administrators who are trying to figure out what to do. Terry Grier, the former schools superintendent of Houston and a mentor to school leaders around the country, said schools that want to offer on-demand tutoring should negotiate tighter deals and pay only for the hours used and only if student test scores increase. He said it’s “immoral” for schools to sign “blank contracts” without strings attached. In his own experience with “high-dosage” tutoring in Texas, he said that the in-person, intensive version was very effective, especially in math. He said he also tried online tutoring, but it didn’t work well. “Kids wouldn’t use it,” Grier said.\u003c/p>\n\u003cp>Online tutoring is still relatively new and these on-demand services may prove to be effective.\u003c/p>\n\u003cp>Tutoring companies describe impressive vetting processes and training programs for their tutors, who might be fantastic. I don’t know. In the California study, lead researcher Robinson noticed that online tutors could relieve teachers from having to answer every small question that students have so that they can spend time with students who need more help.\u003c/p>\n\u003cp>“I think there’s a place for this type of virtual on-demand tutoring,” said Robinson.\u003c/p>\n\u003cp>Cutler, Paper’s CEO, told me that some teachers are telling their students to submit their first drafts to a Paper tutor to work with students on revising their essays before turning them in. Using online tutors to build good editing habits sounds like a fantastic idea to me, but it might not help students make up for pandemic learning losses.\u003c/p>\n\u003cp>Meanwhile, the Aspire schools in California have reconsidered on-demand tutoring and many aren’t using it anymore. The schools that are have shifted to using the online tutors for special projects and as an additional resource when parents aren’t available for on-the-spot help with homework.\u003c/p>\n\u003cp>\u003cem>This story about\u003c/em> \u003ca href=\"https://hechingerreport.org/proof-points-many-schools-are-buying-on-demand-tutoring-but-a-study-finds-that-few-students-are-using-it/\">\u003cem>on-demand tutoring\u003c/em>\u003c/a> \u003cem>was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Companies market 24/7 online tutoring services as “high-dosage” tutoring but researchers warn that these products don’t have an evidence base behind them.","status":"publish","parent":0,"modified":1673663676,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1863},"headData":{"title":"Many schools are buying on-demand tutoring but a study finds that few students are using it - MindShift","description":"Companies market 24/7 online tutoring services as “high-dosage” tutoring but researchers warn that these products don’t have an evidence base behind them.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Many schools are buying on-demand tutoring but a study finds that few students are using it","datePublished":"2022-11-07T14:44:52.000Z","dateModified":"2023-01-14T02:34:36.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/60129/many-schools-are-buying-on-demand-tutoring-but-a-study-finds-that-few-students-are-using-it","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>In the fall of 2020, educators at Aspire Public Schools – a network of 36 charter schools in California that are privately run but taxpayer funded – were worried. As with other schools around the country, pandemic era learning wasn’t going smoothly. Many of its 7,000 middle and high schoolers, mostly Hispanic and low-income, were struggling in their studies and course failure rates had spiked.\u003c/p>\n\u003cp>Like hundreds of school districts, Aspire purchased an online tutoring service for the spring of 2021 to help these students. Students could log in to the tutoring service, called \u003ca href=\"https://paper.co/\">Paper\u003c/a>, whenever they wanted, 24 hours a day, seven days a week, and connect with a tutor to help with schoolwork in any subject. There was no video or audio, but students could text chat with a human tutor and work together on a virtual whiteboard and share documents. The tutoring was free to students no matter how much they used it.\u003c/p>\n\u003cp>The nonprofit charter school network also invited a team of university researchers to study whether the online tutoring service was helping students. The results were disheartening for those who hope that on-demand tutoring might be an effective way to help students catch up. (Researchers agreed not to disclose the name of the tutoring company in the study, but Aspire has been public about its \u003ca href=\"https://aspirepublicschools.org/aspire-launches-partnership-to-provide-unlimited-virtual-tutoring-for-all-secondary-students/\">2021 tutoring deal with the Montreal-based tutoring giant Paper\u003c/a>, also known as Paper Education Company Inc.)\u003c/p>\n\u003cp>The researchers, from Brown University and the University of California, Irvine, tried three different ways of engaging students. But no matter what they tried, a majority of students never used the tutoring service. Even their most successful effort, which involved nudging both parents and students with frequent text messages and emails, convinced only 27 percent of the students to try an online tutor at least once. More than 70 percent of the students never tried it. Without the nudges, only 19 percent of the students connected with an online tutor. And, among the students who needed tutoring the most because they had failed a class with a D or an F in the fall of 2020, only 12 percent ever logged on. Students who were doing well at school and not at risk of failure were twice as likely to take advantage of the free tutoring.\u003c/p>\n\u003cp>“Take-up remained low,” the researchers wrote, in an October 2022 working paper of the Annenberg Institute for School Reform at Brown University, titled “\u003ca href=\"https://www.edworkingpapers.com/sites/default/files/ai22-654.pdf\">The inequity of opt-in educational resources and an intervention to increase equitable access\u003c/a>.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The real key takeaway from the study,” said lead researcher Carly Robinson, is that just telling students about a tutoring service isn’t enough to make them use it. “And it happens even less for those students who we think probably need it the most,” said Robinson, a postdoctoral research associate at Brown University’s Annenberg Institute and a researcher at the \u003ca href=\"https://studentsupportaccelerator.com/about\">National Student Support Accelerator\u003c/a>, which is promoting the use of evidence-based tutoring at schools.\u003c/p>\n\u003cp>The students who did log in typically had no more than four tutoring sessions during the entire spring term. Only 26 of the 7,000 students used it three times or more a week, which is what experts are recommending. One student was a power user, logging on 168 times.\u003c/p>\n\u003cp>It’s unclear how much this optional tutoring helped students academically. Fewer students in the group that used the tutoring the most failed classes. Fifty-nine percent of the students who were nudged (along with their parents) passed all their courses without any Ds or Fs compared to 55 percent of the students who weren’t nudged to use the tutoring. Still, even with the availability of tutoring and the reminders, more than 40 percent of the students failed at least one class.\u003c/p>\n\u003cp>Students in the nudged group didn’t get higher grades than students in the control group who were not nudged. In both groups, the students who took advantage of at least one tutoring session did get better grades than those who never had a tutoring session. Math grades, for example, were more than a letter grade higher – an A versus a B minus. But researchers emphasized that’s not proof that the tutoring made the difference. It’s quite likely that students who were motivated to try a tutoring session were generally more motivated students and would have had higher grades regardless.\u003c/p>\n\u003cp>Schools are required to spend 20 percent of their $122 billion in federal pandemic recovery funds on helping students catch up academically. Education researchers and the U.S. Department of Education are calling for schools to set up tutoring programs, especially for the weakest students who fell the most behind during the pandemic. Strong scientific \u003ca href=\"https://hechingerreport.org/proof-points-research-evidence-increases-for-intensive-tutoring/\">evidence of academic gains\u003c/a> has come from a specific type of intensive tutoring that takes place three or more times a week and is often referred to as “\u003ca href=\"https://annenberg.brown.edu/sites/default/files/EdResearch_for_Recovery_Design_Principles_1.pdf\">high dosage\u003c/a>.” Hallmarks of the proven programs are not just frequency, but working in-person with tutors using clear lesson plans, rather than merely helping with homework. And the sessions are scheduled during school hours, when attendance is required.\u003c/p>\n\u003cp>“Good tutoring also means working with the same tutor over time and building a relationship, which isn’t usually possible with an on-demand sort of support,” said Amanda Neitzel, assistant professor at the Center for Research and Reform in Education at Johns Hopkins University and research director for ProvenTutoring, a coalition of organizations that provide evidence-based tutoring programs.\u003c/p>\n\u003cp>Neitzel advises schools not to spend their pandemic recovery money on 24/7 online tutoring. “I think in most cases, no,” she said. “There is very little evidence to support this, and plenty of better alternatives.”\u003c/p>\n\u003cp>Several online tutoring companies have been marketing their 24/7 tutoring services to schools as “high dosage.” Paper has a \u003ca href=\"https://paper.co/resources/the-k-12-guide-to-high-dosage-tutoring\">webpage devoted to “high dosage”\u003c/a> tutoring, correctly explaining the model that researchers are advocating, while presenting online products as “newer, more scalable high-dosage tutoring models.” Business has exploded since the pandemic hit. Paper currently has tutoring contracts with 300 school districts around the country, including Las Vegas, Boston and Atlanta, and statewide deals with Mississippi and Tennessee.\u003c/p>\n\u003cp>Paper was also the vendor of the online tutoring services in the California study. The company said that it “fully” agrees with the study’s findings and acknowledges that it needed to improve the usage rates of its tutoring services. Paper says that it has since adopted many changes to boost the number of students who log in. Younger students can now record their voices instead of text chatting, for example. And it says that nominating teachers who can “champion” their product in the district and share best practices has been effective in driving more use. However, Paper declined to disclose what it’s current usage rates are.\u003c/p>\n\u003cp>In an interview, Paper’s CEO Philip Cutler described his firm’s on-demand tutoring as an “enhanced” version of “high- dosage” tutoring. Better? Yes, he said, because it can serve more students.\u003c/p>\n\u003cp>“You need to show that there’s results,” said Cutler. He said that the kind of intensive tutoring that researchers are recommending is “valuable” but it can serve only “a handful of students.” “It doesn’t move the needle nationally,” he said.\u003c/p>\n\u003cp>Research-backed tutoring programs, by contrast, are difficult for schools to manage, from hiring and training tutors to finding classroom space for the tutoring sessions and rescheduling the school day to make time for it. It’s much easier for school leaders to pay for an online tutoring service that takes place outside the school walls.\u003c/p>\n\u003cp>Cutler admitted that he cannot yet point to proven results for his on-demand tutoring. He’s currently working with independent researchers at \u003ca href=\"https://learnplatform.com/our-team\">Learn Platform\u003c/a> and McGill University to evaluate his product.\u003c/p>\n\u003cp>At first glance, on-demand online tutoring would seem to be more economical. Cutler said his company charges a flat fee of $40 to $80 per student, depending on the size of the school district, regardless of hours used or how many students log in. By contrast, evidence-based high-dosage tutoring can run $4,000 per student for the year. However, given the low usage seen in the California study, per-hour costs can be similar. (Here’s my back-of-the-envelope math: If a 10,000-student district pays $400,000, but only 20 percent of the students log in for four half-hour sessions each, then the district could end up paying $100 an hour for tutoring.).\u003c/p>\n\u003cp>One influential educator has some advice for administrators who are trying to figure out what to do. Terry Grier, the former schools superintendent of Houston and a mentor to school leaders around the country, said schools that want to offer on-demand tutoring should negotiate tighter deals and pay only for the hours used and only if student test scores increase. He said it’s “immoral” for schools to sign “blank contracts” without strings attached. In his own experience with “high-dosage” tutoring in Texas, he said that the in-person, intensive version was very effective, especially in math. He said he also tried online tutoring, but it didn’t work well. “Kids wouldn’t use it,” Grier said.\u003c/p>\n\u003cp>Online tutoring is still relatively new and these on-demand services may prove to be effective.\u003c/p>\n\u003cp>Tutoring companies describe impressive vetting processes and training programs for their tutors, who might be fantastic. I don’t know. In the California study, lead researcher Robinson noticed that online tutors could relieve teachers from having to answer every small question that students have so that they can spend time with students who need more help.\u003c/p>\n\u003cp>“I think there’s a place for this type of virtual on-demand tutoring,” said Robinson.\u003c/p>\n\u003cp>Cutler, Paper’s CEO, told me that some teachers are telling their students to submit their first drafts to a Paper tutor to work with students on revising their essays before turning them in. Using online tutors to build good editing habits sounds like a fantastic idea to me, but it might not help students make up for pandemic learning losses.\u003c/p>\n\u003cp>Meanwhile, the Aspire schools in California have reconsidered on-demand tutoring and many aren’t using it anymore. The schools that are have shifted to using the online tutors for special projects and as an additional resource when parents aren’t available for on-the-spot help with homework.\u003c/p>\n\u003cp>\u003cem>This story about\u003c/em> \u003ca href=\"https://hechingerreport.org/proof-points-many-schools-are-buying-on-demand-tutoring-but-a-study-finds-that-few-students-are-using-it/\">\u003cem>on-demand tutoring\u003c/em>\u003c/a> \u003cem>was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60129/many-schools-are-buying-on-demand-tutoring-but-a-study-finds-that-few-students-are-using-it","authors":["byline_mindshift_60129"],"categories":["mindshift_193"],"tags":["mindshift_731","mindshift_21413"],"featImg":"mindshift_60131","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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